NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ919950
Record Type: Journal
Publication Date: 2011-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1365-4802
The Progress of Inclusive Education in South Africa: Teachers' Experiences in a Selected District, Kwazulu-Natal
Ntombela, Sithabile
Improving Schools, v14 n1 p5-14 Mar 2011
Education policies tend to evoke mixed feelings: excitement amongst advocates of change or uncertainty and stress among teachers expected to implement them. Reactions to the Education White Paper 6: Special Needs Education--Building an Inclusive Education and Training System have been no different. Emanating from a PhD study, this article documents how inclusive education is progressing in the province of KwaZulu-Natal. Informed by social constructivism and the systems theory, the study investigated teachers' experiences and understandings of this policy statement in three primary schools in two districts. Data collected showed that teachers had limited experiences of inclusive education and limited understandings of what it entails in South Africa. As a result, most teachers felt inadequately prepared to implement it. The article concludes that the limited experiences and understandings result from, among other things, the inadequate and inappropriate professional development strategy used to disseminate information within the Department of Education.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa