| Summary: | Dissertation (PhD)--University of Stellenbosch, 2004. === ENGLISH ABSTRACT: With current legislation focusing on the implementation of inclusive education,
more learners with diverse needs are entering the regular classroom. In order to
effectively address the needs of all learners, it is necessary for educators to
implement effective teaching 'strategies in educating learners with diverse needs.
Many educators have not been trained to address the needs of learners with
special educational needs with the help of specific teaching strategies. Because
of this, effective in-service training programmes for educators are necessary.
The primary aim of this research study was to determine whether the following
outcomes of an in-service programme on co-operative learning for educators
have materialised in the academic achievement, social skills and motivation of
learners with special educational needs have improved.
The research design was evaluative in nature and specifically addressed the
question of whether the participants (the learners with special educational needs)
changed in the direction that the programme was planned. An integrated
qualitative and quantitative methodology in evaluation research was followed and
involved observations before, during and after the intervention.
Research findings indicated that both learners with special educational needs
and regular classroom learners benefited favourably from the co-operative
learning lessons in terms of academic achievement, motivation and social skills. === AFRIKAANSE OPSOMMING: Met die huidige wetgewing wat die fokus toenemend op die implementering van
inklusiewe onderrig laat val, betree al hoe meer leerders met diverse behoeftes
die gewone klaskamer. Ten einde in die behoeftes van alle leerders te voorsien,
is dit nodig dat opvoeders by die opvoeding van leerders met diverse behoeftes
effektiewe onderrigstrategieë implementeer. Baie opvoeders is nie opgelei om
met behulp van spesifieke onderrigstrategieë die behoeftes van leerders met
spesiale opvoedkundige behoeftes aan te spreek nie. Vir hierdie rede is
effektiewe indiensopleidingsprogramme vir opvoeders noodsaaklik.
Die hoofdoel van hiedie navorsingstudie was om vas te stelof die uitkomste van
'n indiensopleidingsprogram in kooperatiewe leer vir opvoeders verwerklik is en
of die akademiese prestasie, sosiale vaardighede en motivering van leerders
met spesiale opvoedkundige behoeftes verbeter het.
Die navorsingsontwerp was evaluerend van aard en het spesifiek die vraag
aangespreek of die deelnemers (die leerders met spesiale opvoedkundige
behoeftes) verandering getoon het in die rigting wat deur die programbeplanning
in die vooruitsig gestel is. 'n Geïntegreerde kwalitatiewe en kwantitatiewe
metodologie in evalueringsnavorsing is gevolg en het waarneming voor, tydens
en ná die intervensie behels.
Navorsingsbevindings het getoon dat sowel leerders met spesiale
opvoedkundige behoeftes as gewoneklaskamer-Ieerders ten opsigte van
akademiese prestasie, motivering en sosiale vaardighede by die
koëperatieweleer-lesse baat gevind het.
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