One of the key findings that emerged was that participants consistently identified HNIAIDS as a deadly disease. There was also a deep sense of fear among the participants that their family members would become infected with HIVIAIDS making them vulnerable to the devastating effects of the disease. Another key finding was the high level of participants' awareness of the challenges experienced by children infected and affected by HIV/AIDS.
Of the 40 million people living with HIV/AIDS worldwide, between 4.7 million and 6.6 million are from South Africa (Soul City, 2004). However, HIVAIDS cannot be considered in isolation from the learner's socioeconomic, racial, class, gender, political, and environmental context. On the sheet of paper was a drawing of a student and under it was written "Nosipho has AIDS".
This distinction of the disease as primarily a black disease is a common belief among many members of the Indian population (Mail and Guardian, 2003). This is despite an increase in the number of infected Indians in South Africa (Carnie, 2006).
LITERATURE REVIEW
It is within this theoretical framework of childhood as a social construction that my study on HIV/AIDS is situated. These HIV/AIDS-affected children challenge the notion that children are incapable of taking care of themselves and that their voices must be heard. The social construction of childhood as a theoretical framework is therefore crucial for researching the child in an HIV/AIDS world.
HIV/AIDS-infected children are often prone to severe and frequent illnesses (Moletsane, 2003). Richter et al (2004) mention that local communities devise their own initiatives to help HIV/AIDS. HIV/AIDS is deadly because it mainly affects people in the prime of their lives who are the backbone of the economy.
HIV/AIDS-infected and affected learners can also be stigmatized and isolated in schools (Moletsane, 2003). She mentions that some male teachers who regularly proposition schoolgirls are considered potential sources of the HIV/AIDS virus. Children in particular are very vulnerable, especially if they or their parents are infected with HIV/AIDS (Moletsane, 2003; Ebersohn & Eloff, 2002).
Orford quotes Victoria Nquindi, an HIV/AIDS activist at The Social Change Assistance Trust as saying.
RESEARCH METHODOLOGY AND DESIGN
Summary
DISCUSSION AND ANALYSIS
Nor was it mentioned in the association's word activity centered around the words HIV/AIDS. The idea that a cream could help people infected with HIV/AIDS was raised, however, by the participants in this study. This finding is similar to the hope of acceptance and expectations expressed by children infected and affected by HIV/AIDS who participated in the National Children's Forum (Giese et al, 2001).
All participants III of this study deny knowing any student at school with HIV/AIDS. Most of the participants in this study heard about HIV/AIDS through the media. Thus, the participants seem to see the disease as a strong presence in the lives of children infected and affected by HIV/AIDS.
Consequently, many learners infected and affected by HIV/AIDS do not want to attend school. The data is consistent with high levels of discrimination and stigmatization that learners infected or affected by HIV/AIDS spoke about in the National Children's Forum (Giese et al, 2001). In the vulnerability matrix, no money and unemployed parents are mostly shaded in red by participants when linked to children whose lives are infected and affected by HIV/AIDS.
Participants in this study were also aware that foster homes and foster care can help HIV/AIDS orphans. However, there were also confirming stories of the love and care family members provided to HIV/AIDS orphans (Giese et al, 2001). Some participants felt that the help from the neighbors would allow HIV/AIDS orphans to continue their schooling.
Although their work is not often recognized, they provide a vital service to students caught in the clutches of the HIV/AIDS pandemic. The majority of participants felt that the social worker was very helpful in assisting children infected or affected by HIV/AIDS during the movement assessment activities. Most participants perceived Childline as very helpful for children infected or affected by HIV/AIDS, as evidenced by the movement assessment exercises.
Most of the participants in this study considered the church to be very helpful to HIV/AIDS infected and affected students. Medical staff such as doctors and nurses were considered by most participants to be very helpful towards children who are infected and affected by HIV/AIDS.
CONCLUSION
GOVENDER (MRS)
34;" That he/she as a researcher must present a copy of the written permission from the institute to the head of the institution in question before research can be carried out at an institute institution. 34;" Attached is the list of schools she/he has been granted permission to conduct research in. No school is expected to participate in the research during the fourth school term as this is the critical period for schools to focus on their examinations.
I think the information I get from the children will be valuable to the school, and can be used in the future to improve our life skills. How many people in your family work part-time or do Hawking (buying or making things to sell). Does anyone in your family receive any of the following: (Circle where applicable Childcare allowance Yes No.
Respect others in the group, agree to disagree, listen to others when they speak, only one person can speak at a time, keep the experiences of others in the group confidential.
LETS ROCK AND ROSE Purpose: To find out more about the child
Children are then asked to think of code names for themselves and the reason they chose that code name. My codename is fish because Mark Fish is my favorite football star." The group then responds "Welcome, fish". The students are then asked to think of adjectives to describe themselves, starting with the first letter of their codename ego "Funky Fish .
Then the facilitator and the group will discuss together and decide the rules to be followed during the activities and discussions.
SCHOOL ATTENDANCE
BODY MAPPING
If the moderator shouts river, the group must jump forward and if she shouts bank, the group must jump backwards.
AWARENESS OF HIV/AIDS
ATTITUDE TOWARDS PEERS WITH HIV/AIDS
The groups then come together and elect a spokesperson to report on the choices their group has made and provide feedback on the reasons behind the choices. The facilitator makes appropriate information available to the students, as well as additional information about HIV/AIDS.
BRAINSTORMING EXERCISE
They must accept all the prayers they receive. The first person to finish all his prayers must shout Bingo and he is declared the winner.
DEALING WITH IDV AIDS
MOVEMENT EVALUATION
