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The study explored how a practitioner and a teacher accommodated children living with cerebral palsy in Grade R, also referred to as the reception year, at two special schools, especially how they adapted the environment and used assistive devices. Cerebral Palsy is the most common form of a neurological disorder that appears in infancy or early childhood, permanently affecting body movement and muscle coordination. Research has illuminated that early specialist intervention such as assistive devices, augmentative and alternative commutation methods and assistive technology can make the world of difference to the future of the child. My research afforded me the opportunity to observe the children in Grade R living with cerebral palsy, with the practitioner and the teacher in their natural setting at school level. I followed the deductive paradigm, and adopted a case study design. The use of assistive devices and argumentative and alternative communication has historically been the domain of occupational-, speech- and physiotherapists. With the introduction of inclusive education and the new screening, identification, assessment and support policy to be conducted in all Grade R classes at all schools in South Africa, my research will be beneficial to mainstream and full-service schools, as well as special schools. Young children living with cerebral palsy will be included in all these schools and will need support from expert teachers and practitioners, who are knowledgeable about their requirements for an adapted environment and the use of assistive devices and augmentative and alternative communication methods. The study found that the Grade R staff at the special schools were knowledgeable, but their knowledge was superficial, their classrooms lacked adapted toys, and assistive technology was non-existent. Teachers and practitioners need practical training on the importance of movement for children living with cerebral palsy and the training should emphasize that

The primary aim of the study is to investigate the effectiveness of professional teacher development for a group of teachers at full-service schools (FSSs), who are the implementers of inclusive education according to Education White Paper 6, the inclusive education policy in South Africa. The researcher used ontological and epistemological assumptions, as well as specific social research methodologies. This created a scientific grounding for the findings of the study. The methodology included a qualitative research approach and research design. Focus group interviews and observation were used for data collection. In this study purposive sampling was used. The participants in this study were chosen because of their teaching experience at full-service schools; sampling was therefore done with a purpose. Phenomenology is used in the study to decide what happens in the lived experiences of the focus group interviewees, who were teachers at full-service schools. This helped the researcher to better understand the needs and problems of the participants. During qualitative data analysis the information was organised, arranged and prepared systematically and classified into themes and categories and then coding followed. The analysis showed that in the absence of an appropriate model for professional teacher development for FSSs, the teachers at the schools were not in a position to implement inclusive education adequately. The researcher proposes a framework that is based on the ecological systems theory of Bronfenbrenner, taking the intervention collaborative framework designed by the researcher based on findings and recommendations into consideration. The collaboration among stakeholders in the different levels would encourage teamwork in the development of the FSS teacher. The full-service school teacher is influenced by various elements, the learner with diverse needs in the classroom, members of the management team, the school-based support team and colleagues at sch

The advent of democrary in South Africa in the early 1990's led, due to choice or circumstances, to the influx of numerous learners whose home language is an indigenous language, into school environments where the language of learning and teaching (LoLT) is English. These learners are confronted with the challenge of mastering the curriculum content while simultaneously learning English in which it is couched and instructed. When the LoLT differs from learners’ home language, this difference can be an educational barrier, which if not addressed timeously and effectively, may become a major challenge to a fully inclusive education system. The main aim of this research was to investigate whether Grade 4 English second language learners who experienced barriers to English as LoLT were supported in all subjects. The research also probed how effectively these learning support strategies were being implemented under the guidance of SBSTs at mainstream schools.

Music is a form of language and uses tones and rhythm as its media of universal language. Language development and music development have many similarities. Both are communicative modes, aurally and orally transmitted, containing phonetic, syntactic, and semantic components, develop early in life and are socially interactive media. The researcher has noted the important role that music plays in the teaching of English as a second language. To be able to learn, understand and experience music and language, the learner should have well-developed listening skills. The aim of this research is to investigate the use of music and movement to develop the listening skills of the ESL learner. To provide activities to develop listening and concentration through music and movement, the researcher aims to prove that music and movement should be used to develop ESL learners' language.

This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden., The project was financed by Sida, the Swedish International Development Cooperation Agency (Sida Contract no. C25029)., Building an Inclusive Education and Training System

Syftet med denna uppsats är att identifiera och analysera problematiska aspekter som nya chefer inom tjänsteverksamheter ställs inför vid inträdandet i en chefsroll och under den första tiden som chef. Vi har i denna uppsats valt att genomföra en litteraturstudie där vi ställer existerande forskning inom två områden; tjänstesektorns särdrag och omställningen för nya chefer, i relation till forskning om chefers arbetsuppgifter och analyserar materialet för att på så sätt bidra med ny forskning. För att illustrera våra analyser har vi intervjuat tre nya chefer inom hotellbranschen. Vi har funnit att problematiken i de arbetsuppgifter som vi redogör för att chefer utför inte är unik för nya chefer. Vi hävdar dock att mer erfarna chefer oftast, genom att reflektera över och lära sig av sina erfarenheter, har lärt sig hur de ska handskas med dessa uppgifter och att de därför inte upplever dem som problematiska Avslutningsvis kan vi konstatera att många av de redan problematiska arbetsuppgifterna för nya chefer blir än mer problematiska för nya chefer inom tjänstesektorn på grund av branschens karaktär. Vårt bidrag till forskningen är att vi har nyanserat nuvarande teorier om chefers arbetsuppgifter med beskrivningar av hur dessa ser ut för nya chefer inom tjänstesektorn.

Uppsatsen behandlar mötet mellan styrsystemet revenue management, ett verktyg som syftar till att optimera ett företags intäkter, och de anställda som arbetar med det. Systemet handlar om att sälja rätt produkt till rätt kund vid det rätta tillfället till det rätta priset. Detta verktyg används idag av de flesta hotellkedjor och har numera blivit mer eller mindre standardiserat. Istället för att enbart beskriva systemets ekonomiska fördelar har vi valt att rikta in uppsatsen på hur de anställda som arbetar med verktyget påverkas. Genom vår analys har vi funnit ett antal begränsningar i mötet mellan revenue managementsystemet och de anställda. Vi har till exempel fått insikt i att det bland de anställda finns en tendens att inte alltid följa systemets fastställda principer, utan istället medvetet eller omedvetet tillpassa systemet till situationen. Effekterna av de anställdas tillpassning av systemet är att revenue management som system förlorar vissa av sina fördelar. I studien har vi kommit fram till att sådana problem kan lösas genom att få de anställda införstådda i vad revenue management innebär. Syfte: Studien syftar till att ge insikt i varför och på vilket/vilka sätt en ledningsstrategi, så som revenue management, påverkar medarbetarnas utförande av arbetet. Metod: Studien tar sin utgångspunkt i en kvalitativ forskningsmetod där författarna använt intervjuundersökningar som insamlingsteknik av empirisk data. Studieprocessen är av iterativt slag, där forskarna växlat mellan att behandla teoretisk respektive empirisk data. Tolkningsarbetet och bearbetningen av det empiriska materialet utgår från ett aktörssynsätt där författarna tillämpar både ett objektivt och ett subjektivt synsätt. Författarna har gjort ett metodologiskt val att arbeta utifrån en förutbestämd teoretisk referensram, vilken har legat till grund för den analytiska processen.