‘You can train us until we are blue in our faces, we are still going to struggle’: Teacher professional learning in a full-service school

Walton, Elizabeth; Nel, Norma; Muller, Helene; Lebeloane, Oupa

doi:10.1080/16823206.2014.926827

Cited by 29 publications

(16 citation statements)

References 24 publications

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“…Lastly, the study revealed that the policy on inclusive education was not well-aligned with its implementation tools, making it difficult to enable teachers to train and communities to see hope in a changing society. A lack of touch with the skills development context for transformative education is evident among teachers (Walton et al 2014 ). Some teachers have become defiant or uncooperative regarding their work as agents of inclusive education.…”

Section: Resultsmentioning

confidence: 99%

“…Teachers must make sure that the philosophical orientation to inclusive education and its practice reaches every department of education and every learner. Teachers are important catalysts for inclusive education – there are some who have questioned the success of the inclusive education drive since its inception in 2001, mainly because the teachers are not adequately trained (Chataika et al 2012 ; Dalton, Mckenzie & Kahonde 2012 ), or they are not confident that they have mastered the content of their training in inclusive education (Walton et al 2014 ). To achieve efficacy and confidence, teachers need ongoing training (Wiazowski 2012 ).…”

Section: Introductionmentioning

confidence: 99%

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Inclusive education: A transformation and human rights agenda under spotlight in South Africa

Maguvhe

2015

Afr. j. disabil.

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This study investigated the progress made in the implementation of inclusive education as a transformation and human rights tool since its inception in 2001. The study was conducted upon realising that most people underestimate the transformation and human rights value that inclusive education strives to maintain. The total number of participants interviewed was 84. Data was collected using semi-structured interview schedules for the teachers and community members, whereafter it was presented in thematic sections and qualitatively examined for meaning. The results showed that participants comprising teachers and community members do not know or understand the transformational and human rights value of inclusive education. The participants seemed to be equally aware of inclusive education, but they rated its success and value differently. The participants concurred that the philosophy of inclusive education was noble, but they differed regarding the extent to which it had transformed, added value or played an advocacy role in the lives of learners and the community at large over the years.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Inclusive education: A transformation and human rights agenda under spotlight in South Africa

Maguvhe

2015

Afr. j. disabil.

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“…However, workshops to change ways of thinking about inclusion and implementing have been found not to be all that effective. Speaking in the context of using workshops to train teachers in schools to include all diverse teachers in teaching, one teacher commented that facilitators can train them until they are blue in the face, but they will still not understand how to include all learners in the mainstream (Walton et al 2014). A comment as this-coming from a stakeholder in inclusion suggests that it might not be easy to train someone to think differently from what has been engraved on his or her mind.…”

Section: Challenges Of Implementing Radical Inclusionmentioning

confidence: 99%

Radical inclusion: Students with disabilities’ professional learning in South African higher learning

Ndlovu

2019

SAJHE

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Inclusion of all in learning and workplace spaces has continued to be an urgent agenda for democratic governments and relevant stakeholders in higher learning, globally and in South Africa particularly. However, whilst the focus is on this, the original idea of inclusion has been lost, resulting in different versions, which stakeholders "tick off" as meaning inclusion. By virtue of a misconstrued idea of inclusion, students with disabilities in higher learning contexts are individually accommodated rather than included. This empirical article isolates what the key stakeholders supporting disability at a specific institution of higher learning in South Africa, consider as inclusion and how students with disabilities are fitted into the system, rather than a total institutional transformation, in which all students are included in their diversities. The article recommends a radical inclusion as a re-invention that can recapture the original idea and discourse of inclusion, which has been lost.

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“…In reality, little is known about what works best to prepare teachers for the challenges present in today's classrooms (Florian, 2014); Walton, Nel, Muller, and Lebeloane (2014) found that many teachers struggle with the knowledge and skills that are needed to teach in classrooms with diverse learners and learning needs. Teachers are required to understand the disabilities and capabilities of the student, their potential and the levels of assistance required.…”

Section: Special Education Policy In Practicementioning

confidence: 99%

The Alignment of Innovative Learning Environments and Inclusive Education: How Effective is the New Learning Environment in Meeting the Needs of Special Education Learners?

Page¹,

Davis²

2016

teacherswork

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This article examines Innovative Learning Environments (ILE's) in terms of its promise to deliver an inclusive environment. While ILE's underpinning philosophy is to be inclusive for all, it appears that inclusion serves the needs of a wider mainstream audience. The article considers the research in this area critically, with a focus on the inclusive needs of students with disabilities and asks-whose inclusive needs are best served in an ILE context? This article argues that inclusion in an ILE which addresses the needs of students with disabilities has yet to be fully realised, and that an alternative inclusive education (IE) paradigm is required that aligns itself with the new ILE pedagogical environment.

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‘You can train us until we are blue in our faces, we are still going to struggle’: Teacher professional learning in a full-service school

Cited by 29 publications

References 24 publications

Inclusive education: A transformation and human rights agenda under spotlight in South Africa

Inclusive education: A transformation and human rights agenda under spotlight in South Africa

Radical inclusion: Students with disabilities’ professional learning in South African higher learning

The Alignment of Innovative Learning Environments and Inclusive Education: How Effective is the New Learning Environment in Meeting the Needs of Special Education Learners?

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