Deaf Educators’ Attitudes towards Inclusive Education in the Gauteng Province, South Africa

Mdikana, Andile Alfred

doi:10.9734/ajess/2021/v16i130393

Cited by 2 publications

(2 citation statements)

References 4 publications

(8 reference statements)

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“…How an education system is structured (i.e., full inclusion, or mainstream and special education) also seem to have an impact on how positively or negatively the viability of inclusive education is viewed (Nel, 2018;Friesen and Cunning, 2020). In the contexts (especially South Africa) where there is an emphasis on human rights and social justice there is a general belief that inclusive education is the right thing to do, but practical challenges limit the successful implementation thereof (Mdikana et al, 2007;Savolainen et al, 2012;Ainscow, 2014;Nel, 2018;Adigun, 2021;Ismailos et al, 2022). Regarding the transformation of initial teacher education programes, international studies by Pantić and Florian (2015), Florian and Camedda (2020), Lehtomäki et al (2020) as well as Miškolci et al (2021) found that ITE programes generally have two main approaches.…”

Section: Background To This Study International Contextmentioning

confidence: 99%

Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa

Nel

Hay²,

Bekker³

et al. 2023

Front. Educ.

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IntroductionSouth Africa embraced the move to inclusive education after the political transformation in 1994 by partaking in and subscribing to the international Education for All (EFA) drive initiated in 1990 at the Jomtien World Conference on Education for All, which declared that all children, youth and adults should receive a basic education. Furthermore, the Salamanca Statement of 1994 the United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD) of 2006 and the Sustainable Development Goal 4 are internationally regarded as the most important influence on the transformation of education systems to become more inclusive and consequently continue to have an important influence on education policies and practices in South Africa. The key policy driving inclusive education in South Africa is Education White Paper 6 (EWP6). EWP6 affirms that teachers play a central role in implementing an inclusive education system. Therefore, training is emphasized as a key strategy to enable educators to become more inclusive in their teaching practices. The focus of this article is on Initial Teacher Education (ITE) for inclusion. Influenced by international developments to transform ITE programmes and the national endorsement of inclusive education the Department of Higher Education and Training (DHET) embarked on a project called the Teaching and Learning Capacity Development Improvement Project (TLCDIP). The project reported on in this article was one facet of the TLCDIP and focused specifically on teacher education for inclusion in the Foundation (Reception to Grade 3) and Intermediate Phases (Grade 4 to 6) of the Baccalaureus Educationis (B Ed) programme.MethodsThe primary research aim was: To explore the perceptions of final year students and their lecturers in ITE programmes regarding the preparation of pre-service teachers for teaching in inclusive and diverse learning environments. A qualitative research approach was employed to gain in-depth and rich data. Purposive sampling was used including final year students and their lecturers. Open questionnaires and group interviews were employed as data generation strategies.ResultsAn inductive thematic analysis showed that the following themes were identified by the participants as critical to be considered in the development and implementation of ITE programmes: Understanding inclusive education, which is also linked to knowledge; the disconnect between theory and practice, the lack of knowledge and practical experience regarding inclusive teaching strategies and how inclusion is addressed in the B Ed curriculum.

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Section: Background To This Study International Contextmentioning

confidence: 99%

Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa

Nel

Hay²,

Bekker³

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

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“…Such studies also include Mdikana et al (2007) who examined the attitudes of student teachers in Johannesburg towards the inclusive education of learners with special educational needs. Similarly, Kuyini and Desai's (2007) and Ocloo and Subbey's (2008) research in Ghana studied teachers' attitudes towards inclusive education.…”

Section: Bottlenecks To Inclusive Educationmentioning

confidence: 99%

Bottlenecks to Inclusive Higher Education for Students with Disabilities during the COVID-19 Pandemic in Tanzania

Seni

2023

jipe

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This study explored the bottlenecks to the inclusive higher education for students with disabilities (SWD) during the COVID-19 pandemic in Tanzaniaand ways proposed to overcome them. The study useda qualitative approach that was informed by the phenomenological and multiple holistic case study design. A total of 158 research participants from four higher learning institutions in Tanzania were involved. They included 28 academic staff and 28 wardens who were selected through simple random selection.Others were 4 deans of students, 80 students with disabilities, 2 students’ leaders with disabilities, 8 personal assistants of students with physical impairments,and 8 heads of academic departments (these were purposively selected). The sample size was, however, determined by the point of saturation. Data were collected through interviews, focus group discussion (FGD), and direct observation where thematic analysis was used for data analysis. The findings revealed that allocation of rooms without consideration to SWDs and their personal assistants, difficulties in accessing information, unhygienic hostels, mobility difficulties, difficulties in access to preventive facilities and inadequate counselling services were part of the bottlenecks to inclusive higher education among SWD during COVID-19. The paper suggestsways to overcome the bottlenecks to inclusive education such as allocating rooms for SWDs and their assistants, improvement of infrastructures, orientation on mobility, and purchasing facilities and equipment which improvehygiene within inclusive education. It is recommended in this paper that the universities should establish units and resource centres well furnished with necessary equipment for students with disabilities which will be responsible for all matters related to SWDs.

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Deaf Educators’ Attitudes towards Inclusive Education in the Gauteng Province, South Africa

Cited by 2 publications

References 4 publications

Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa

Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa

Bottlenecks to Inclusive Higher Education for Students with Disabilities during the COVID-19 Pandemic in Tanzania

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