1.

Record Nr.

UNINA9910767513803321

Autore

Hlalele Dipane

Titolo

Inclusion in Southern African Education : Understanding, Challenges and Enablement

Pubbl/distr/stampa

Cham : , : Springer International Publishing AG, , 2023

©2023

ISBN

3-031-43752-7

Edizione

[1st ed.]

Descrizione fisica

1 online resource (242 pages)

Collana

Sustainable Development Goals Series

Altri autori (Persone)

MakoelleTsediso Michael

Disciplina

371.90460968

Soggetti

Educació inclusiva

Llibres electrònics

República de Sud-àfrica

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Nota di contenuto

Intro -- Preface -- Rationale -- Contents -- Contributors -- About the Editors -- Part I: Understanding Inclusion in Education -- Exclusion, Diversity and Inclusion -- 1  Introduction -- 2  A School for all -- 2.1  Understanding 'Exclusion' and 'Diversity' Leads to Better 'Inclusion' -- 3  Changing Classrooms to Become Inclusive -- 3.1  Recognition of Learner Diversity -- 4  Conclusion -- 4.1  A Long, Arduous and Challenging of Inclusive Education Journey -- References -- Inclusion in Early Childhood Care and Education: A Participatory Action - Learning and Action Research Perspective -- 1  Introduction -- 2  Understanding Inclusion -- 3  An Inclusive Pedagogy in ECCE -- 4  Theoretical Framework -- 5  Methodology -- 6  Findings -- 6.1  Participatory Pedagogy Challenges Traditional Rote Learning -- 6.2  Culturally Responsive Teaching Challenges a Eurocentric Learning Environment -- 6.3  An Inclusive Play-Based Pedagogy Challenges 'Schoolification' -- 7  Discussion -- 8  Summary and Conclusion -- References -- Inclusion in Early Childhood Education: A Sense-Making Perspective -- 1  Introduction -- 2  Sense-Making Theory -- 3  Inclusion in Education -- 4  Method of Review -- 5  Teachers' Sense-Making of Inclusion in ECE -- 6  Principles of Inclusion for Children with Disabilities in ECE -- 7  The Value of Inclusion in Early Childhood Education -- 8  Impediments (Barriers) to Inclusion in ECE -- 8.1  



Special Educational Needs as Impediment in Inclusion -- 8.2  Attitudinal Impediments -- 8.2.1  Discrimination and Social Exclusion -- 8.2.2  Peer Influence -- 8.2.3  Regular Teachers' Attitudes -- 8.3  Schools as Impediments -- 8.3.1  Acceptance -- 8.3.2  Accessibility -- 8.3.3  Classroom Size -- 8.4  Untrained Teachers -- 8.5  Constraints in Respect of Resources -- 9  Sense-Making: A Pedagogical Approach to Inclusion ECE.

10  Teachers' Deportment Towards Inclusion in ECE -- 11  Sense-Making of Substratum (Support) for Children with Disabilities -- 12  Conclusion -- References -- Inclusion in Teaching and Learning: An Adult Education Perspective -- 1  Introduction -- 2  Problem Statement -- 3  Literature Review -- 3.1  Conceptualising of Inclusive Education, Lifelong Learning and Adult Education -- 3.2  Understanding Adult Teaching and Learning -- 4  Methodology -- 4.1  Research Approach -- 4.2  Research Design -- 4.3  Selection of Participants -- 4.4  Data Collection -- 4.4.1  Data Analysis -- 5  Trustworthiness of the Study -- 6  Findings -- 6.1  Recognition of Diversity -- 6.2  Totality of Beliefs, Values and Attitudes -- 6.3  Collaborative Culture -- 6.4  Role of Learners in Teaching -- 6.5  Pedagogical Choices by Teachers -- 6.6  Non-segregating or Non-discriminatory Approach -- 6.7  Equitable Planning for Inclusive Education -- 6.8  Enhancing Learner Participation -- 6.9  Curriculum Delivery -- 6.10  Class Interaction and Communication -- 6.11  Use of Teaching Resources and Media -- 6.12  Assessment of Adult Learners -- 6.13  Creating an Inclusive Culture in an Adult Centre -- 7  Discussion of Findings -- 8  Conclusion -- References -- Inclusion in Mauritian Education: Initial Insights -- 1  Introduction -- 2  Understanding Inclusion in Education -- 3  Critical Realism as a Theoretical Lens -- 4  Research Design and Methodology -- 5  Findings -- 5.1  Theme One: Teacher Preparedness -- 5.2  Theme Two: School Readiness -- 5.3  Theme Three: Curriculum Adaptation and Differentiation -- 5.4  Theme Four: Policy Intention and Implementation -- 5.5  Theme Five: (Mis/Under/Over) Communication and Dissemination of Information -- 6  Discussion -- 7  Conclusion -- References -- Part II: Challenges of Inclusion in Education.

Inclusion in Zimbabwean Rural Schools: Teachers' Perceptions on Challenges and Mitigating Strategies -- 1  Introduction -- 2  Theoretical Framework -- 3  Research Methodology -- 3.1  Research Design -- 3.2  Participants -- 3.3  Data Analysis -- 4  Ethical Considerations -- 5  Findings -- 5.1  Challenges Affecting Inclusion in Education in Rural Areas -- 5.1.1  The Participants Noted that Most Rural Teachers Do Not Value or Have Negative Attitudes Towards Inclusion in Education Training -- 5.1.2  The Following Excerpts Exhibit the Negativity Towards Being Trained in Inclusion in Education -- 5.1.3  The Other Challenge Affecting Inclusion in Education Is the Authorities' Inability to Successfully Implement Inclusion in Education Policies in Schools -- 5.1.4  The Use of English Language in Teaching and Learning in Rural School Negatively Affect Inclusion in Education -- 5.1.5  Poverty Is a Driver of Inclusion in Zimbabwe Rural Schools -- 5.1.6  Gender Exclusion Which Has Negatively Affects Inclusion in Education in Zimbabwe -- 5.1.7  Zimbabwe Policies That Discriminate against Pregnant Learners from Attending Schools Have Contributed to the Exclusion of Female Learners in Zimbabwe -- 5.2  The Following Section Deals with Solutions to Mitigate Exclusion in Zimbabwe Rural Schools -- 5.2.1  Need to Train Teachers in Inclusion in Education -- 5.2.2  The Other Solution to Combat the Exclusion of Learners in Zimbabwe Rural Schools Is the Effective



Implementation of Policies that Support Inclusion in Education -- 5.2.3  The Participants Noted That Language Inclusion Is another Solution to Enhance Inclusion in Education -- 5.2.4  Gender Inclusion Is Another Solution to Deal with the Exclusion of Female and Male Learners in Rural Schools -- 5.2.5  On Dealing with Poverty, the Participants Argued That There Is Need to Assist Needy Learners.

5.2.6  To Mitigate Early Pregnancies Among Rural Female Learners, Participants Advocate for Sex Education -- 6  Recommendations -- 7  Conclusion -- References -- Full-Service Schools and Inclusion in South Africa -- 1  Introduction -- 2  Research Context -- 3  Literature Review -- 3.1  Definition of Full-Service Schools -- 3.2  The Roll-out of Full-Service Schools -- 3.3  Teaching Approaches in Full-Service Schools -- 4  Research Methodology -- 4.1  Research Design -- 4.2  Research Site -- 4.3  Data Analysis -- 4.4  Trustworthiness and Ethical Considerations -- 5  Findings -- 5.1  Achievements Made by the Introduction of Full-Service Schools -- 5.2  Challenges Facing the Roll-out of Full-Service Schools -- 6  Conclusion -- 6.1  Summary -- 6.2  Implications -- References -- Stress and Coping Strategies Among Zimbabwean Families of Learners with Intellectual Disabilities: Implications for Inclusion -- 1  Introduction -- 2  Inclusion in Education -- 2.1  Inclusive Education in Zimbabwe -- 2.2  Perceived Stress and Stressors -- 2.3  Coping Strategies -- 3  Purpose of Study -- 4  Methodology -- 4.1  Sample -- 4.2  Permission -- 5  Instruments -- 5.1  Demographic Instrument -- 5.2  The Perceived Stress Scale (PSS) (Cohen et al. 1983) -- 5.3  The Ways of Coping (Revised) Folkman and Lazarus, 1988b -- 5.4  Data Analysis -- 6  Findings -- 6.1  Frequencies -- 6.2  Stress Levels of Participants -- 6.3  Coping Ways Used -- 7  Discussion -- 7.1  Stress Results -- 7.2  Ways of Coping Results -- 8  Recommendations for Inclusion in Education -- 9  Limitations of This Study -- 10  Implications for Further Studies -- 11  Conclusion -- References -- Cultural and Linguistic Barriers to the Inclusion of Deaf Learners: Towards Sign Bilingual Education in Zimbabwe -- 1  Introduction -- 2  Deaf Culture and Inclusion -- 3  Sign Language and Inclusion.

4  Sign Bilingual Education as a Strategy for Inclusion -- 5  Drivers of Linguistic and Cultural Barriers -- 6  Theoretical Framework -- 7  Methods -- 8  Results and Discussion -- 8.1  Cultural Barriers -- 8.2  Linguistic Barriers -- 8.3  Sources of Cultural and Linguistic Barriers -- 9  Conclusions and Recommendations -- Appendices -- Appendix I: Questionnaire on Cultural and Linguistic Barriers to the Inclusion of Deaf Learners in Zimbabwe -- Section A: Knowledge of Deaf Culture and Sign Language -- Section B: Attitudes -- Section C: Comments (If You Have Any) -- Appendix II: Interview Guide For Parents Of Deaf Learners -- Appendix III: Interview Guide for Deaf Learners -- Appendix IV: Interview Guide for Deaf Adults -- References -- Part III: Enablement of Inclusion in Education -- Leadership for Inclusion in Schools: An Ethics of Care Perspective -- 1  Introduction -- 2  The Nature of Exclusion in South African Schools -- 3  Meaning of Inclusion and Inclusive Schools -- 4  Ethics of Care: A Theoretical Framework -- 5  Leadership for Inclusion -- 5.1  Assets and Needs Analysis -- 5.2  Putting Caring at the Center of Home-Grown Policies -- 5.3  Dismantling Conformist Leadership Practices -- 5.4  Re-Culturing the School Context -- 6  Conclusion -- References -- Inclusion in Education Policy as an Enabler: Lessons from South Africa -- 1  Introduction -- 2  Methodology -- 3  An Understanding of Inclusion in Education -- 3.1  Contextualized Definition of Inclusion -- 4  Understanding Inclusion in Education Policies -- 5  Inclusion in Education in the South African Context -- 6  Educational Policy



Development in South Africa -- 7  Policy Implementation Challenges -- 8  Inclusive Education Policy as an Enabler -- 9  Parental Recognition and Involvement -- 10  Discussion -- 11  Conclusion and Recommendations -- References.

Curriculum Adaptation for Inclusion in Teaching and Learning.