The challenges of realising inclusive education in South Africa

Donohue, Dana K.; Bornman, Juan

doi:10.15700/201412071114

Cited by 209 publications

(120 citation statements)

References 25 publications

Supporting

Mentioning

112

Contrasting

Unclassified

Order By: Relevance

“…Decisions about how to interpret and apply the policies are often enacted at the level of the school or school district, and there are no central procedures for policy enforcement (Donohue & Bornman, 2014). Clear directives regarding policy implementation plans, national funding allocation with transparent mechanisms for accessing this funding and central monitoring of compliance with policies are urgently needed, in order to ensure meaningful provision and implementation of aided AAC to support participation and learning of students with limited speech in classrooms, leading to meaningful and positive long-term outcomes.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation

Tonsing

Dada

2016

Augmentative and Alternative Communication

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

“…Funding through the national DoE remains limited (Donohue & Bornman, 2014), and the same documents that mandate provision of aided AAC (DoE, 2007(DoE, , 2010 are conspicuously silent about funding provisions.…”

Section: Provision and Implementation Of Aided Aac In Special Schoolsmentioning

confidence: 99%

Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation

Tonsing

Dada

2016

Augmentative and Alternative Communication

View full text Add to dashboard Cite

“…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%

“…Many studies have tried to come up with reason for non-participant to include cultural discrimination, traditional values, deep sense of spirituality and prejudice towards them, feeling out placed in the society (Giacchino, S,. & Kakabadse, 2003;Groce, 2004;Anthony, 2009;Polat, 2011;Ibrahim, 2013;Donohue & Bornman, 2014;and Alothman, 2014).…”

Section: Parental Supportmentioning

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

View full text Add to dashboard Cite

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.

show abstract

“…The emphasis is on development and teaching strategies with an adaptive support system that will benefit all learners in need. Unfortunately, although sound in theory, the White Paper 6 policy is difficult to implement in schools (Donohue & Bornman 2014;Engelbrecht et al 2003; South Africa, Department of Basic Education 2015; South Africa, National Department of Education 2008). The SIAS (2008,2014) documents were developed by the South African Department of Basic Education in an attempt to bridge the theory and practice gap.…”

Section: Introductionmentioning

confidence: 99%

The influence of executive function challenges on the behavioural adaptation of one learner with autism spectrum disorder

Jager

Condy

2017

SAJCE

View full text Add to dashboard Cite

<p><span>In South Africa, many learners with autism spectrum disorder (ASD) attend mainstream and private schools. This study explores the influence of executive function (EF) challenges experienced by one learner with ASD on his behavioural adaptation in an inclusive school environment. An interpretive case study approach was followed to help understand one unique ASD learner and explain the complexity of the behavioural adaptation challenges that he was experiencing. Observations and an interview were used as data collection methods. During data analysis, themes were identified within each section of the transcript. The processes of coding and categorising were employed to find connections and similarities between all the data collected. The results indicate that Learner T experienced EF challenges. Without acquiring and implementing appropriate EF skills, he found it difficult to exhibit appropriate social behaviour in the inclusive learning environment. The study attempts to debunk misconceptions people may have regarding the behavioural adaptability of ASD learners in an inclusive school environment.</span></p>

show abstract

The challenges of realising inclusive education in South Africa

Cited by 209 publications

References 25 publications

Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation

Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation

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

The influence of executive function challenges on the behavioural adaptation of one learner with autism spectrum disorder

Contact Info

Product

Resources

About