02027nam 2200397 450 991055808870332120230517002335.010.4102/aosis.2021.BK208(CKB)5840000000014597(NjHacI)995840000000014597(EXLCZ)99584000000001459720230517d2021 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierReconceptualising education support services in South Africa /edited by Johnnie Hay, Macalane Malindi, Thabo MakhalemeleCape Town, South Africa :AOSIS,2021.1 online resource (452 pages)1-77634-204-6 Inclusive education has been phased in in South Africa since 2001, but relies heavily upon adequate support services to support learners and teachers experiencing barriers to learning and development. This book focuses on the different levels of support provided in South African education - from School-based Support Teams to District-based Support Teams through to special and full-service schools, and how these could be reconceptualised to provide improved support to learners and teachers. Current research indicates that inclusive education is being implemented in varied and fragmented forms across the country, and the point of departure of this work is that education support services need to be improved and reconceptualised to ensure better support for inclusive education.Inclusive educationSouth AfricaSpecial educationSouth AfricaInclusive educationSpecial education371.90460968Hay JohnnieMalindi Macalane JunelMakhalemele ThaboNjHacINjHaclBOOK9910558088703321Reconceptualising education support services in South Africa2823167UNINA