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dc.contributorUrbani, G.
dc.contributorVos, M.S.
dc.contributor.authorSiebalak, Shamilla.
dc.date.accessioned2019-09-25T19:37:39Z
dc.date.available2019-09-25T19:37:39Z
dc.date.created2012-01-30 20:15
dc.date.issued2012-01-30
dc.identifieroai:uzspace.uzulu.ac.za:10530/1003
dc.identifierhttp://hdl.handle.net/10530/1003
dc.identifier.urihttp://hdl.handle.net/20.500.12424/453119
dc.description.abstractSubmitted in fulfilment of the requirement for the degree DOCTOR OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, South Africa, 2002.
dc.description.abstractThe aim of this study was to pursue an investigation if mainstream educators are adequately equipped to deal with learners with special educational needs in ordinary classrooms. From the literature study it became evident that inclusive education is not simply a reform of special education but it accommodates all learners within mainstream classrooms. Changing over to inclusive education will have to be done with great responsibility, otherwise inclusive education in South Africa will be doomed from the beginning. The actual implementation of inclusive education could be highlighted as being inter alia the following: > Legislation pertaining to inclusive education. »- The community as a whole. > No learners should be excluded from mainstream schools. ► In-service training and professional development. * Children should be grouped according to chronological ages. > Class size. ► Curriculum must be readapted. ► Assessment and evaluation should be changed. *■ Programmes and facilities must be constantly monitored and assessed. »- Financial issues need to be addressed. ► Facilities will have to be suitably adapted. Successful implementation of inclusive education will depend upon an effective and responsive educators to cater for the needs of all learners. The following needs of the educator influence his perceptions of inclusive education. * Emotional needs. *- The need for knowledge and skills. > The need for support. Inclusive education would require educators to: > Have a positive attitude. * Be flexible in their thinking. > Be critical, creative and innovative in their approach to teaching and learning. To measure the educators' perceptions of inclusive education it was necessary to design a set of values, attitudes, beliefs and responsibilities against which the perceptions of the educators could be measured. The values, attitudes, beliefs and responsibilities were grouped into the following key performance areas. > Successful implementation of inclusive education. ► Educators' perceptions of an inclusive classroom. The questionnaires were completed by the school principals, deputy principals, heads of department and educators. It was analyzed and the data processed. The study confirmed that the successful implementation of inclusive education will depend on the availability of the following: > A school and district based support team. *- In-service training and ongoing retraining. > Adequate funds. » Collaboration and consultation between special and mainstream educators. *■ Guidance and counselling facilities for parents. > Parental involvement. * Accessible transport. > Physical barriers to the built-in environment. > New teaching strategies. *■ Curriculum adaptation. In conclusion a summary was presented and based on the findings of this study. The following are some of the recommendations that were made: The implementation of inclusive education in South African classrooms need changes to be made to the curriculum, institution and methods of assessment. ► Successful implementation of inclusive education depends upon South Africa's utilization and development of its human resources. > Successful implementation of inclusive education relies largely on governance and funding.
dc.languageen
dc.language.isoeng
dc.subjectInclusive education -- educators' perceptions
dc.titleEducators' perceptions of inclusive education
dc.typeThesis
ge.collectioncodeEC
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:5309598
ge.identifier.permalinkhttps://www.globethics.net/gel/5309598
ge.lastmodificationdate2013-11-26 13:09
ge.submissions0
ge.oai.exportid147500
ge.oai.repositoryid4965
ge.oai.setnameEducational Psychology & Special Needs Education
ge.oai.setspechdl_10530_398
ge.oai.streamid7
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://hdl.handle.net/10530/1003


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