Department of Psychology of Education

Prof. LDN Tlale

College of Education
School of Educational Studies
Department: Psychology of Education
Professor
Tel: 012 429 2064
E-mail: tlaleldn@unisa.ac.za

Qualifications

  • B.Ped. (Arts)
  • B.ED Hons. (Educational Psychology)
  • M.ED (Educational Psychology)
  • D.ED (Inclusive Education)

Currently teaching

  Child Development EDT1601

Fields of academic interests

  • Educational Psychology
  • Inclusive Education

Field of Specialisation

  • Vulnerable and Orphaned Children
  • Gifted Child Education
  • Children in Conflict with the Law
  • Educational Psychology 
  • Inclusive Education

Books

Tlale LDN. (2017). Whole school improvement through inclusion. In Magano Meahabo Dinah (Ed) Realigning Teacher Training: Cengage Publishers: Johannesburg, pp.91-103.

Tlale LDN and Ntshangase S & Chireshe R. (2016). Inclusivity: Different Epistemologies and World Views. In N Condy and N Phasha Edition (Ed) Inclusive Education: An African Perspective, Oxford University Press SA: Cape Town, pp.29-55.

Tlale LDN and Motitswe JMC. (2016). Inclusivity in different contexts. In N Condy and N Phasha Edition (Ed) Inclusive Education: An African Perspective, Oxford University Press SA: Cape Town, pp.241-263.

Tlale LDN and Mahlo FD. (2016). Inclusive Education And Ubuntu in an Open Distance Learning Context. In Moeketsi Letseka (Ed) Open Distance Learning (ODL) Through the Philosophy of Ubuntu, Nova Publishers: New York, pp.163-174

Tlale LDN. (2015). Disability in Context: A Socio-Educational Perspective in South Africa. In Magano Meahabo Dinah and Maguvhe Obert (Eds) Inclusive Strategies for Comprehensive Development: Cengage Publishers: Johannesburg, pp.79-93.

Tlale LDN, Naidu N, Tabane R, Snowman J and McCown R. (2015). In McCown Snowman, Weinstein Estelle, Rosen Efrem, Tabane Ramodungoane, Maphalala MC (Eds) Motivation: Cengage Publishers: London 112 – 123.

Tlale L.D.N., Mavuso M.F. and Nel M. (2013). Child abuse. In Nel M. Life Orientation for South African Teachers. Van Schaik Publishers, Pretoria: 341 – 354.

Journal articles

Nel Norma; Tlale Lloyd DN; Engelbrecht Petra & Nel Mirna, (2016). Teachers' perceptions of education support structures in the implementation of inclusive education in South Africa. Koers- Bulletin for Christian Scholarship: 81(3):1-10.

Romm N.R.A. & Tlale L.D.N. (2016). Nurturing research relationships: showing care and catalysing action in a South African school research-and-intervention project: South African Review of Sociology, Volume 47, Issue 1: 18 – 37.

Ngubane-Mokiwa, S.A. & Tlale, L.D.N. (2015). Promoting Digital Literacy for Children in Conflict with the Law: The Open Distance Learning Potential. Journal of Social Sciences, 45 (3): 190-198.

Petra Engelbrecht; Mirna Nel; Norma Nel & L. Dan Tlale, (2015). Enacting understanding of Inclusion in complex contexts classroom practices of South African teachers. South African Journal of Education: 35(3): 1-10.

Nel, Norma M.; Romm, Norma R.A. & Tlale, Lloyd D.N. (2015). Reflections on focus group sessions regarding inclusive education: reconsidering focus group research possibilities. The Australian Educational Researcher. Volume 42, Issue 1, pages 35-53.

Mirna Nel; Petra Engelbrecht; Norma Nel; L. Dan Tlale (2014). South African teachers' views of collaboration within an inclusive education system: International Journal of Inclusive Education. Vol. 18, No. 9, 903– 917.

Olli-Pekka Malinen; Hannu Savolainen; Petra Engelbrecht; Jiacheng Xu; Mirna Nel; Norma Nel; L. Dan Tlale (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries: Teaching and Teacher Education:  33:34-44.

Norma R. A. Romm; Norma M. Nel; Lloyd D. N. Tlale (2013). Active facilitation of focus groups: Exploring the implementation of inclusive education with research participants: South African Journal of Education: 33(4).

Paper presentations

Pastoral care for children in conflict with the law in correctional facilities. SASE 43rd Annual International Conference 2016. Premier Hotel, Richards Bay, Kwa Zulu Natal, South Africa: 28-30 September 2016.

Braille as the Medium of Reading and Writing for Blind Students: Open Distance Learning Perspective. 36th International Society for Teacher Education conference. Skukuza Camp, Kruger National Park, South Africa: 17-22 April 2016.

Primary school learners' attitudes towards learning mathematics. 36th International Society for Teacher Education conference. Skukuza Camp, Kruger National Park, South Africa: 17-22 April 2016.

Adult education and training as a way of addressing barriers to learning: A literature review and guidelines for practice. Creating An Inclusive Disability Policy And Practice Framework For Teaching And Learning In Higher Education Conference. – University of South Africa - Pretoria: 18-19 March 2015.

Braille reading difficulties intervention in inclusive schools: Implications for development of short learning programme. Centre for Continuing Education and Training Conference. - Sun City, Rustenburg, South Africa: 24 – 27 May 2015.

Curriculum adaptation for children in conflict with the law. The 34th Annual International Society for Teacher Education Conference – Belek, Antalya - Turkey: 22-25 April 2014.

Digital literacy for children in conflict with the law: towards sustainable rehabilitation. London International Conference in Education Proceedings - 2014.

Understanding and giving support to children in conflict with the law: A socio-ecological perspective (Work in progress).Education Association of South Africa 2011 Conference – Sun City, Rustenburg, South Africa: 10 – 13 January 2011

Understanding and giving support to children in conflict with the law: A socio-ecological perspective (Work in progress). Ireland International Conference on Education (IICE), 2011 – Dublin, Ireland: 3 -5 October 2011.

Socioecological guidelines in understanding and giving support to children in conflict with the law. The 30th Annual International Society for Teacher Education Conference - Porto Alegre, Brazil: 11-17 April 2010.

The impact of educators’ essential skills and knowledge in responding to the needs of learners with barriers to learning. The 4th Annual Teacher Education at a Distance Conference - Muldersdrift, Pretoria, South Africa: 06 – 07 October 2010.

Professional positions, fellowships & awards

  • NRF Rating Track

Projects

Voices of Children in Conflict with the Law: AN Education Perspective

The number of children in conflict with the law in correctional facilities and prisons, who have limited or no education continues to grow and when they return to the community the prospects of securing legal employment and maintaining it are very small. Education for children in conflict with the law in the correctional facilities has experienced radical changes during the last decade locally and internationally. These changes not only benefit and enrich the lives of these children but also enhance the learning experiences of all children. In the last few years attempts have been made to make education more accessible for all learners, but in order for the education system to promote effective and relevant learning it is imperative that the system be well structured for specific learners, including children in conflict with the law. Children in conflict with the law is a person under 18 but not less than fifteen years and one day old who comes into contact with  the justice system as a result of being suspected or accused of committing an offence. Most children in conflict with the law have committed petty crimes or such minor offences as vagrancy, truancy, begging or alcohol use. Some of these are known as ‘status offences’ and are not considered criminal when committed by adults.

 

Other

Community Engagement

  • Language and Communication Skills
  • Learning Disability/ Difficulties
  • Persons with Hearing Loss