From 'Special Needs' to 'Quality Education for All': a participatory, problem-centred approach to policy development in South Africa

Muthukrishna, Nithi; Schoeman, Marie

doi:10.1080/13603110050168023

Cited by 36 publications

(24 citation statements)

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“…The Report stressed the need for a paradigm shift, from a focus on "learners with special needs" to a systemic approach in identifying and addressing barriers to learning. Some of the key barriers in South Africa that render a large number of children vulnerable to learning breakdown and sustained exclusion are, for example, problems in the provision and organization of education, socio-economic barriers, as well as high levels of violence, HIV/Aids, and the negative attitudes of school communities towards diversity (Department of Education, 1997;Muthukrishna & Schoeman, 2000).…”

Section: Post-apartheid Educational Transformation and The Developmenmentioning

confidence: 99%

“…In South Africa, the history of education reflects extreme neglect and lack of provision for the large majority of children. Special needs education was fragmented not only by the Apartheid laws that enforced separation along racial lines but also by legislation and policy that separated "ordinary" children from children categorized as having "special needs" Muthukrishna & Schoeman, 2000). The theoretical framework, within which separate educational facilities for children with special needs were designed, focused on the medical model of disability (Naicker, 2005).…”

Section: The Conceptualisation Of Inclusive Education In the South Afmentioning

confidence: 99%

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The implementation of inclusive education in South Africa after ten years of democracy

Engelbrecht

2006

Eur J Psychol Educ

129

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Inclusive education in South Africa has not been promoted as simply one more option for education but as an educational strategy that can contribute to a democratic society. After the end of the Apartheid era the new democratic government committed itself to the transformation of education and key policy documents and legislation stress the principle of education as a basic human right as enshrined in the Constitution. White Paper 6: Special Needs Education, building an inclusive education and training system (2001) provides a framework for systemic change for the development of inclusive education. As a philosophy, the concept of inclusive education in the South African context embraces the democratic values of equality and human rights and the recognition of diversity. Research however indicates that multifaceted societal changes, encompassing educational reforms and contextual changes, including the management of diversity in schools, have had a negative impact on the implementation of inclusive education. After ten year of democracy, the enduring tension between changing the structure of education and changing the process of education is still influencing progress. Enhancing the recognition and acceptance of the basic rights of all South African children to be accommodated in inclusive school communities therefore remains a challenge. Separate education departments, governed by specific legislation and fragmented along racial lines, reinforced the divisions in the education system (Engelbrecht, Howell, & Bassett, 2002).

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Section: Post-apartheid Educational Transformation and The Developmenmentioning

confidence: 99%

Section: The Conceptualisation Of Inclusive Education In the South Afmentioning

confidence: 99%

The implementation of inclusive education in South Africa after ten years of democracy

Engelbrecht

2006

Eur J Psychol Educ

129

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“…Provisioning of support services and education support at special schools and institutions applied mainly to White and Indian urban communities and did not apply to the majority of Black learners who constitute approximately 80% of the population; many of whom have had no access to education or are already mainstreamed in ordinary schools by 'default' where educational support services have been non-existent (cf. Muthukrishna and Schoeman 2000;Naicker 2005).…”

Section: Introductionmentioning

confidence: 97%

“…Despite this tension, the inclusive education policy outlined a strategic plan to enable access and quality education for learners, particularly those with disabilities and impairment, and to address barriers within the system which result in a range of special needs (Muthukrishna and Schoeman 2000;Lomofsky and Lazarus 2001). A system of integrated support is being 'constructed', beginning in 30 designated school districts.…”

Section: Introductionmentioning

confidence: 99%

Evidence on inclusion and support for learners with disabilities in mainstream schools in South Africa: off the policy radar?

Pather

2011

International Journal of Inclusive Education

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“…In essence, white paper was meant to alter the country"s education system by making a curriculum favourable for all disability learners needs including well trained staff. In reality the policy in south Africa advocated for disable education curriculum which is not only concentrate on academic but also in emotional and social perspective (Callan & Ed, 2018;Louise, 2013;Glaser & van Pletzen, 2012;Moloi & Motaung, 2014;Muthukrishna, Nithi;Schoeman, 2000;Donohue & Bornman, 2014;and ELSEN Directorate;Department of Education, 2001). Ethiopia policy which was adopted in 2006 reinforced awareness campaigns to sensitize stakeholders on disability development strategies in the society given the overlapping traditional values, a deep sense of spirituality and communal kinship responsibilities which was rooted.…”

Section: Development Of Disability Policies On Access To Educationmentioning

confidence: 99%

Policy Implementation and Determinant of Access to Education for Disable Learners in Siaya and Kisumu Counties- Kenya: A Phenomenological Study

Owuor¹

2018

JPAG

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Access to education denotes approaches which policies and institutions offering education ensures student have equal chances to acquire knowledge and skills to the maximum without compromising one"s status socially, economically or physically. Well thought policy implementation strategies can assist this, as such the study borrowed heavily from policy implementation theories. Also, the study was based on interpretative epistemic paradigm and focused on policy context and its influence on access to education by engaging experiences of principals, teachers, parents, education officers and learners living with disability in Kenya, The following objectives directed the research; to explore policy context of students living with disability; to analyze factors influencing policy implementation for access to education among student living with disability; and to recommend strategies for improving access to education for learners living with disability. Data was collected in 3 schools within 2 countries. 3 Principals, 2 parents, 2 education officers, 3 disable learners and 18 teachers formed 3 different focus groups. Both convenience and purposive sampling technique were used to identify the respondent. The study adopted individual as unit of analysis, it applied context analysis, daily dairy recording, semi structured interview and focus group interviews to collect the data. The findings from data analysis shows decision making, awareness, cultural beliefs, Curriculum, Environmental Physical Infrastructural facilities, Teachers Role, Stakeholders/ Government Levels of Authority and Parental support as major factors influencing policy implementation for learners living with disability. The study came up with following policy recommendations.; policy on strategy for decision making in a special school be setup, and policy on research on disability befitting curriculum, facilities, and environmental infrastructural need to be considered among others.

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From 'Special Needs' to 'Quality Education for All': a participatory, problem-centred approach to policy development in South Africa

Cited by 36 publications

References 1 publication

The implementation of inclusive education in South Africa after ten years of democracy

The implementation of inclusive education in South Africa after ten years of democracy

Evidence on inclusion and support for learners with disabilities in mainstream schools in South Africa: off the policy radar?

Policy Implementation and Determinant of Access to Education for Disable Learners in Siaya and Kisumu Counties- Kenya: A Phenomenological Study

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