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Start with the purpose of the inquiry. This chapter connects the problem of access and support to a bounded investigation of inclusive practices in Limpopo’s Technical and Vocational Education and Training colleges.
Open doctoral chapter 1The literature chapter places the Limpopo inquiry within a wider discussion of vocational education, disability and access. It moves between international examples, the South African setting and the barriers that can…
Open doctoral chapter 2This chapter explains the conceptual lenses used in the inquiry. It brings the social model of disability into conversation with Bronfenbrenner’s bioecological systems perspective, while discussing other approaches…
Open doctoral chapter 3The methods chapter provides the route from a question to an interpretation. It explains the qualitative, interpretive multiple-case design and the choices used to build a contextual account of inclusive practices.
Open doctoral chapter 4This chapter brings the study’s evidence into a thematic account. Read each theme together with the participant roles, college context and evidence source. The chapter is not a dashboard of national performance.
Open doctoral chapter 5The final chapter draws the thesis together, discusses implications and introduces the All-inclusive Student Assistive model, or AISA. It also states the limits of the inquiry and identifies directions for further…
Open doctoral chapter 6Explore the student-centred relationships in Figure 6.1. This is a website interpretation of a model proposed in the thesis, rather than a sequence of steps or an evaluated assessment tool.
Open research modelsFour groups of three contain twelve objects. Division can ask about the number of groups or the number in each group.
Open knowledge guidesA material has a purpose within a task. Inspect what its arrangement, language and instructions invite the learner to notice.
Open knowledge guidesKeep the question, evidence, method and scope together. A source-linked explanation helps readers inspect what a study does and does not establish.
Open knowledge guidesObjects, diagrams, language and symbols can show different aspects of the same idea. A useful representation keeps the learning relationship explicit.
Open knowledge guidesA ten and ten units have equal value. Exchanging changes the inventory of pieces, while preserving the represented number.
Open knowledge guidesLook at the task and its setting together. Instructions, language, representation, response routes, resources and support can all affect participation.
Open knowledge guidesEight plus five can be seen as eight plus two plus three. A complete ten gives the arrangement a useful structure.
Open knowledge guidesAn arrangement in equal rows and columns that makes grouping and multiplication relationships visible. Specify what each row, column and individual object represents.
Open glossaryA condition that restricts access, participation or learning. Barriers can arise through the interaction of a learner’s circumstances with tasks, environments and systems.
Open glossaryThe quantity of a collection. In counting, the cardinality principle means understanding that the final number word tells how many objects the whole collection contains.
Open glossaryAdapting content, teaching processes, responses or the learning environment to respond to learners’ needs. State the intended learning and the reason for each adaptation.
Open glossaryThe South African schooling phase comprising Grade R and Grades 1–3. Early language, mathematical and other foundational learning develops across this phase.
Open glossaryA number that can describe equal parts of a specified whole. The denominator names the size of the equal parts; the numerator counts how many of those parts.
Open glossary