Lorna M Dreyer

The potential of digital technology in education has been well established. Digital technology is progressively altering the educational landscape, particularly in higher education. The literature shows that effective application of digital technology can encourage autonomous learning, deliberative enquiry and stimulate reflection. Digital storytelling has the potential to engage university students through active participation in the process of creating a digital story and stimulate reflective practice (Robin, 2008; Loughran, 2002). Simultaneously, digital storytelling can engage students in authentic learning, increase their understanding of curricular content and strengthen their critical thinking (Sadik, 2008). This research was initiated as part of a Faculty of Education’s endeavour to promote e-learning and teaching. Students in higher education are expected to develop an enquiring mind. One way to achieve this is to develop in students the ability to engage in reflective prac...

This article examines the subjective life experiences of racial minority Xhosa speakers and the factors that contribute to their continued poor academic performance in a previously Whites-only school in South Africa. Vygotskian sociocultural perspective in relation to creating a democratic educational system and Bronfenbrenner’s biosystemic theory and his understanding of proximal processes inform the discussion within this article. To gain insight into the subjective life experiences of these learners, a qualitative methodology was implemented. Research methods included individual semi-structured interviews and one focus group interview. The participants were purposively selected as information-rich sources from grades 9 to 11 at the specific school. The findings indicated that poor academic performance of Xhosa learners as a racial and linguistic minority in a former Whites-only school is largely attributed to discriminatory attitudes from staff and peers which lead to feelings of...

ABSTRACT This qualitative study explores the introduction of postgraduate education students to reflective journaling as a tool for professional development. Students were purposefully selected to keep a weekly journal in which they reflected in and on the activities (methodologies, techniques, strategies) they engaged in while executing a workplace assignment. Empirical results from the study demonstrate that while the students initially expressed reluctance and resistance to journaling, they subsequently became aware of the benefits of being consciously reflective; both for their own professional development and for the learners they taught. This outcome highlights the role of higher education institutions in the preparation of prospective teachers.

Abstract Research indicates that the success of inclusive education lies within the provision of adequate support for learners who experience barriers to learning in mainstream schools as well as in the changing roles of teachers and support services staff. The Western Cape Education Department (WCED) implemented a learning support model, designed to systemically deal with barriers to learning in some primary schools in the province. An evaluation of the WCED model established that this learning support model is not completely contextually responsive to the South African context with specific reference to resources, both human and physical. Although the WCED endeavours to distribute resources more even-handedly across schools in the Western Cape Province, there is still a general lack of resources and institutional capacity which hampers the successful implementation of inclusive education. This situation creates specific barriers that are responsible for the gap between current educational policies and the implementation thereof in schools.

The worldview on the rights of people with disabilities has changed in pursuit of social justice, resulting in an international increase in students with disabilities enrolling at Higher Education Institutions (HEIs). This supports the need to meet the challenge to transform and attain Education for All (EFA) as a global imperative. In this research, I focussed on the experiences of students with Specific Learning Disabilities (SLDs) at a South African university. My findings suggest that although HEIs have policies that promote inclusive education, many students with SLDs still experience exclusion from full access and participation in teaching and learning. I conclude that authentic inclusion of students with SLDs requires improved awareness of institutional support structures as well as an inclusive pedagogical stance from lecturers.

Research indicates that the success of inclusive education lies within the provision of adequate support for learners who experience barriers to learning in mainstream schools as well as in the changing roles of teachers and support services staff. In South Africa, the provincial Western Cape Education Department (WCED) responded to the implementation of inclusive education by introducing a learning support model that was designed to systemically deal with barriers to learning in some primary schools in the province. The purpose of this study was to evaluate the learning support model that was introduced in some primary schools in the Western Cape with specific reference to schools within the West Coast/Winelands district. The evaluation was located in a comprehensive mixed methods research design, which focused on the evaluation of both process and outcomes of the learning support model. The evaluation was done sequentially in three phases: Phase one consisted of a comprehensive li...

A significant amount of research has been carried out on poor reading levels in schools and the myriad possible reasons for this. While there is also an established body of research on parental involvement in schools, very little of the research has focused on the experiences of parents whose children have been identified as having a reading difficulty. In order to increase parental involvement in schools in a democratic South Africa, the Education White Paper 6 (2001) on Inclusive Education, as well as the Screening, Identification, Assessment and Support (SIAS) strategy (2014), requires parents to be collaborative decision-makers in developing an educational plan for their children. Epstein's model of overlapping spheres serves as a theoretical framework that underpins the argument for collaboration between families and school to support learners who face reading difficulties and the consequent general academic under-performance. Following a qualitative research design, data w...

Background: This research is part of a larger project on the exploration of inequalities in South African higher education. This current study focussed on the implementation of policies to eradicate inequalities in an inclusive education system.Objectives: This article aimed to establish the implementation of policy by researching the lived experiences of students with specific learning disabilities (SLDs) studying in the university.Method: A qualitative, systematic review was employed as the research methodology. Original peer-reviewed qualitative studies published between 1994 and 2017 were systematically reviewed. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to ensure rigorous reviews. The Critical Appraisal Skills Programme (CASP) was used to guide the process of critical appraisal of the selected articles which resulted in a total of 10 articles being selected for reviewing. The target population of this research comprised undergradua...

The South African education system is continuously changing and adapting to address the challenges to provide access, equal and quality education in a new democratic dispensation. One such challenge is the way in which learning support is provided to learners who struggle in mainstream classrooms. The department of education opted for a systemic approach to learning support services. The Western Cape Education Department (WCED), in particular, adopted a learning support model which reflects the changed role of learning support teachers. Research confirms that the role of learning support teachers is more comprehensive and complex within an inclusive education system. Learning support teachers in South Africa (like their counterparts across the world) have their roots in the individualised medical paradigm. Therefore, as key role players in establishing inclusive education in schools, learning support teachers are currently faced with the challenge to make a paradigmatic shift from the traditional narrow focus towards addressing learning support systemically. This article explores the experiences of learning support teachers in a district of the WCED as they engage and adapt in their new role as part of a collaborative team addressing barriers to learning systemically within a whole school approach

A significant amount of research has been carried out on poor reading levels in schools and the myriad possible reasons for it. While there is also an established body of research on parental involvement in schools, very little of the research has focused on the experiences of parents whose children have been identified as having a reading difficulty. In order to increase parental involvement in schools in a democratic South Africa, the Education White Paper 6 (2001) on Inclusive Education, as well as the Screening, Identification, Assessment and Support (SIAS) strategy (2014), requires parents to be collaborative decision-makers in developing an educational plan for their children.
Epstein’s model of overlapping spheres serves as a theoretical framework that underpins the argument for collaboration between families and school to support learners who face reading difficulties and the consequent general academic under- performance. Following a qualitative research design, data were collected for this article using structured individual interviews, observations and reflective notes. Qualitative content analysis was used to analyse the data collected. The findings indicated a significant disjuncture between official policy and its implementation. 
This article highlights the importance of acknowledging parental voices and emotional responses as imperative for ensuring collaborative support for children with reading difficulties, particularly in high schools.

This qualitative study explores the introduction of postgraduate education students to reflective journaling as a tool for professional development. Students were purposefully selected to keep a weekly journal in which they reflected both in and on the activities (methodologies, techniques, strategies) they engaged in while executing a workplace assignment. Empirical results from the study demonstrated that, while the students initially expressed reluctance and resistance to journaling, they subsequently experienced the benefits of being consciously reflective, both for their own professional development and for the learners they taught. This result highlights the role of higher education institutions in the preparation of prospective teachers.

This qualitative study explores the introduction of postgraduate education students to reflective journaling as a tool for professional development. Students were purposefully selected to keep a weekly journal in which they
reflected in and on the activities (methodologies, techniques, strategies) they engaged in while executing a workplace assignment. Empirical results from the study demonstrate that while the students initially expressed reluctance and
resistance to journaling, they subsequently became aware of the benefits of being consciously reflective; both for their own professional development and for the learners they taught. This outcome highlights the role of higher education
institutions in the preparation of prospective teachers.

In South Africa, the processes of democratisation and social restructuring are inextricably
linked to the debate on inclusive education. Although the debate on inclusive education
originated in the disability discourse, it is increasingly viewed broader as a reform that
supports and welcomes diversity.
While the constitution and policy framework in the new South Africa is internationally
recognised as of the most progressive regarding human rights, research shows great
concerns regarding the gap between policy and implementation thereof.
From a human rights and social justice perspective, education is viewed as a basic
human right and the foundation for a more just and equal society. In this article I will
therefore draw on Paulo Freire’s (1998) notion of ‘pedagogy of hope’ and root my
argument in his definition that hope is ‘an ontological need that should be anchored in
practice in order to become historical concreteness’.

The South African education system is continuously changing and adapting to address the challenges
to provide access, equal and quality education in a new democratic dispensation. One such challenge
is the way in which learning support is provided to learners who struggle in mainstream classrooms.
The department of education opted for a systemic approach to learning support services. The Western
Cape Education Department (WCED), in particular, adopted a learning support model which reflects the
changed role of learning support teachers. Research confirms that the role of learning support teachers
is more comprehensive and complex within an inclusive education system. Learning support teachers
in South Africa (like their counterparts across the world) have their roots in the individualised medical
paradigm. Therefore, as key role players in establishing inclusive education in schools, learning support
teachers are currently faced with the challenge to make a paradigmatic shift from the traditional narrow
focus towards addressing learning support systemically.
This article explores the experiences of learning support teachers in a district of the WCED as they engage
and adapt in their new role as part of a collaborative team addressing barriers to learning systemically
within a whole school approach

Researchers have proven the potential of collaboration in a group context to provide learning support
in and for schools. However, collaboration between mainstream and learning support teachers in South
African schools remains relatively unexplored. This article focus on collaboration between mainstream
and learning support teachers in primary schools to provide learning support to pupils who struggle
with literacy and numeracy. Forty-one (41) learning support teachers in the West Coast education
district in the Western Cape Province, South Africa, were purposefully selected and 165 mainstream
primary school teachers were systematically selected. Questionnaires were designed for learning
support and mainstream teachers, respectively. Analysis of the questionnaires was followed by semistructured
focus group interviews. The results indicate that the majority of mainstream and learning
support teachers do not fully collaborate to provide of learning support in mainstream primary schools.
Several contextual barriers obstructing the implementation of policies on collaborative provision of
support in schools were identified. Structures created in response to policy to facilitate learning support
collaboratively and systemically are not fully utilised. It is recommended that future studies be done
on a larger scale to achieve national data to inform and direct future teacher training and in-service
support for teachers and schools.