Inclusion in Southern African Education : Understanding, Challenges and Enablement

• Autore: Hlalele Dipane
• Pubblicazione: Cham : , : Springer International Publishing AG, , 2023; ©2023
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (242 pages)
• Disciplina: 371.90460968
• Altri autori: MakoelleTsediso Michael
• 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.
• Titolo autorizzato: Inclusion in Southern African Education
• ISBN: 3-031-43752-7
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910767513803321
• Lo trovi qui: Univ. Federico II
• Serie: Sustainable Development Goals Series