Implementing inclusive education in South Africa: teachers’ attitudes and experiences
| dc.contributor.author | Swart, Estelle | |
| dc.contributor.author | Engelbrecht, Petra | |
| dc.contributor.author | Eloff, Irma | |
| dc.contributor.author | Pettipher, Raine | |
| dc.date.accessioned | 2017-09-08T06:59:45Z | |
| dc.date.available | 2017-09-08T06:59:45Z | |
| dc.date.issued | 2002 | |
| dc.description.abstract | English: The central argument is that the creation of inclusive schools will require more than merely the implementation of new policies. Practising teachers are the key to the successful implementation of an inclusive system and they will need time, ongoing support and in-service training. Real change therefore requires a long-term commitment to professional development. This article presents a comparative analysis of the findings of three independent studies aimed at identifying and describing teachers’ attitudes to and experiences in implementing inclusive education in South Africa. The main themes identified in all three studies include inadequate knowledge, skills and training for the implementation of inclusive education; lack of educational and teacher support; insufficient facilities and resources, and the potential effects of inclusive education on learners. | en_ZA |
| dc.description.abstract | Afrikaans: Die sentrale argument is dat die ontwikkeling van insluitende skole omvattende verandering vereis wat meer behels as die blote implementering van die nuwe onderwysbeleid. Onderwysers speel ’n beslissende rol in die suksesvolle implementering van ’n insluitende onderwyssisteem, mits voldoende tyd, ondersteuning en indiensopleiding aan hulle beskikbaar is. Daadwerklike verandering vereis dus langtermyn professionele ontwikkeling van onderwysers. Hierdie artikel vergelyk die bevindinge van drie onafhanklike voorstudies wat fokus op die identifisering en beskrywing van onderwysers se houdings teenoor die nuwe stelsel en hulle ervarings van die implementering van insluitende onderwys in Suid-Afrika. Die hooftemas van hierdie studies sluit in: ontoereikende kennis aangaande die nuwe stelsel; vaardighede en opleiding benodig om insluiting te implementeer; ontoereikende steun aan onderwysers in hierdie verband; onvoldoende fasiliteite en bronne om die nuwe stelsel te implementeer; en die potensiële invloed van insluiting op die leerders. | af |
| dc.description.version | Publisher's version | en_ZA |
| dc.identifier.citation | Swart, E., Engelbrecht, P., Eloff, I., & Pettipher, O. R. (2002). Implementing inclusive education in South Africa: teachers' attitudes and experiences. Acta Academica, 34(1), 175-189. | en_ZA |
| dc.identifier.issn | 0587-2405 (print) | |
| dc.identifier.issn | 2415-0479 (online) | |
| dc.identifier.uri | http://hdl.handle.net/11660/6843 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Inclusive schools | en_ZA |
| dc.subject | Practising teachers | en_ZA |
| dc.subject | Inclusive education in South Africa | en_ZA |
| dc.subject | Implementation of an inclusive system | en_ZA |
| dc.title | Implementing inclusive education in South Africa: teachers’ attitudes and experiences | en_ZA |
| dc.type | Article | en_ZA |