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Empowering students and maximising inclusiveness and equality through ict / / edited by Mbulaheni Maguvhe, Ramashego Shila Mphahlele, Sharon Moonsamy
| Empowering students and maximising inclusiveness and equality through ict / / edited by Mbulaheni Maguvhe, Ramashego Shila Mphahlele, Sharon Moonsamy |
| Pubbl/distr/stampa | Leiden, The Netherlands : , : Koninklijke Brill NV, , [2021] |
| Descrizione fisica | 1 online resource |
| Disciplina | 371.90460968 |
| Collana | Studies in Inclusive Education |
| Soggetto topico | Assistive computer technology |
| ISBN | 90-04-44722-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Copyright page / Editors: Mbulaheni Maguvhe , Ramashego Shila Mphahlele , and Sharon Moonsamy -- Figures and Tables / Editors: Mbulaheni Maguvhe , Ramashego Shila Mphahlele , and Sharon Moonsamy -- Notes on Contributors / Editors: Mbulaheni Maguvhe , Ramashego Shila Mphahlele , and Sharon Moonsamy -- Introduction Empowering Students and Maximising Inclusiveness and Equality through ICT / Authors: Ramashego Shila Mphahlele and Mbulaheni Maguvhe -- Part 1 Identification and Support of Barriers to Learning in School and Open Distance and e-Learning / Editors: Mbulaheni Maguvhe , Ramashego Shila Mphahlele , and Sharon Moonsamy -- Chapter 1 Inclusivity, Equality and Equity / Authors: Roshini Pillay and Najma Agherdien -- Chapter 2 Barriers to Teaching and Learning through Open Distance and e-Learning / Author: Shonisani Agnes Mulovhedzi -- Chapter 3 Early Identification of Barriers to Learning as the First Step in the Inclusion Process / Authors: Shonisani Agnes Mulovhedzi and Ndileleni Paulinah Mudzielwana -- Chapter 4 The Role of Information and Communication Technologies in the Identification of Barriers to Teaching and Learning / Author: Ramashego Shila Mphahlele -- Chapter 5 The Role of ICT in Supporting Students at Risk for Academic Literacies in Higher Education / Authors: Sharon Moonsamy and Anniah Mupawose -- Chapter 6 Using Information Communication Technologies and Assistive Technologies to Address Specific Barriers to Teaching and Learning in Schools / Author: Andries du Plessis -- Chapter 7 The Role of ICT in Supporting Students Experiencing Barriers to Learning in the ODeL / Authors: Anniah Mupawose , Sharon Moonsamy , and Skye Nandi Adams -- Chapter 8 Using ICT in Higher Education for Student Empowerment / Authors: Nazira Hoosen and Andrew Crouch -- Part 2 The Use of ICT to Empower Students in Different Areas / Editors: Mbulaheni Maguvhe , Ramashego Shila Mphahlele , and Sharon Moonsamy -- Chapter 9 The Role Played by ICT in Mathematics and Science Teaching and Learning Mediation / Author: Mapula Gertrude Ngoepe -- Chapter 10 Conceptualising the Use of ICT s in ODL through Mathematical Participation Model for Community of Practice to Overcome Students’ Barriers to Learning / Author: Moshe Moses Phoshoko -- Chapter 11 The Uses of Augmentative and Alternative Communication Technology in Empowering Learners Overcome Communication Barriers to Learning / Authors: Munyane Mophosho and Khetsiwe Masuku -- Chapter 12 Teleaudiology as Part of Efforts to Enhance Inclusivity and Equality through ICT in South African Schools / Authors: Katijah Khoza-Shangase , Ben Sebothoma , and Nomfundo Floweret Moroe -- Chapter 13 Educational Audiology within the Classroom / Authors: Dhanashree Pillay and Ben Sebothoma -- Chapter 14 Information and Communication Technologies to Facilitate Cognitive Skills Development of Learners Experiencing Barriers to and Learning / Author: Nkhensani Susan Thuketana -- Chapter 15 Empowering Students Experiencing Barriers to Learning through ICT to Ensure Inclusiveness and Equality / Author: Mbulaheni Maguvhe -- Chapter 16 Summary / Authors: Mbulaheni Maguvhe and Ramashego Shila Mphahlele -- Index / Editors: Mbulaheni Maguvhe , Ramashego Shila Mphahlele , and Sharon Moonsamy. |
| Record Nr. | UNINA-9910794421003321 |
| Leiden, The Netherlands : , : Koninklijke Brill NV, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Empowering students and maximising inclusiveness and equality through ict / / edited by Mbulaheni Maguvhe, Ramashego Shila Mphahlele, Sharon Moonsamy
| Empowering students and maximising inclusiveness and equality through ict / / edited by Mbulaheni Maguvhe, Ramashego Shila Mphahlele, Sharon Moonsamy |
| Pubbl/distr/stampa | Leiden, The Netherlands : , : Koninklijke Brill NV, , [2021] |
| Descrizione fisica | 1 online resource |
| Disciplina | 371.90460968 |
| Collana | Studies in Inclusive Education |
| Soggetto topico | Assistive computer technology |
| ISBN | 90-04-44722-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Copyright page / Editors: Mbulaheni Maguvhe , Ramashego Shila Mphahlele , and Sharon Moonsamy -- Figures and Tables / Editors: Mbulaheni Maguvhe , Ramashego Shila Mphahlele , and Sharon Moonsamy -- Notes on Contributors / Editors: Mbulaheni Maguvhe , Ramashego Shila Mphahlele , and Sharon Moonsamy -- Introduction Empowering Students and Maximising Inclusiveness and Equality through ICT / Authors: Ramashego Shila Mphahlele and Mbulaheni Maguvhe -- Part 1 Identification and Support of Barriers to Learning in School and Open Distance and e-Learning / Editors: Mbulaheni Maguvhe , Ramashego Shila Mphahlele , and Sharon Moonsamy -- Chapter 1 Inclusivity, Equality and Equity / Authors: Roshini Pillay and Najma Agherdien -- Chapter 2 Barriers to Teaching and Learning through Open Distance and e-Learning / Author: Shonisani Agnes Mulovhedzi -- Chapter 3 Early Identification of Barriers to Learning as the First Step in the Inclusion Process / Authors: Shonisani Agnes Mulovhedzi and Ndileleni Paulinah Mudzielwana -- Chapter 4 The Role of Information and Communication Technologies in the Identification of Barriers to Teaching and Learning / Author: Ramashego Shila Mphahlele -- Chapter 5 The Role of ICT in Supporting Students at Risk for Academic Literacies in Higher Education / Authors: Sharon Moonsamy and Anniah Mupawose -- Chapter 6 Using Information Communication Technologies and Assistive Technologies to Address Specific Barriers to Teaching and Learning in Schools / Author: Andries du Plessis -- Chapter 7 The Role of ICT in Supporting Students Experiencing Barriers to Learning in the ODeL / Authors: Anniah Mupawose , Sharon Moonsamy , and Skye Nandi Adams -- Chapter 8 Using ICT in Higher Education for Student Empowerment / Authors: Nazira Hoosen and Andrew Crouch -- Part 2 The Use of ICT to Empower Students in Different Areas / Editors: Mbulaheni Maguvhe , Ramashego Shila Mphahlele , and Sharon Moonsamy -- Chapter 9 The Role Played by ICT in Mathematics and Science Teaching and Learning Mediation / Author: Mapula Gertrude Ngoepe -- Chapter 10 Conceptualising the Use of ICT s in ODL through Mathematical Participation Model for Community of Practice to Overcome Students’ Barriers to Learning / Author: Moshe Moses Phoshoko -- Chapter 11 The Uses of Augmentative and Alternative Communication Technology in Empowering Learners Overcome Communication Barriers to Learning / Authors: Munyane Mophosho and Khetsiwe Masuku -- Chapter 12 Teleaudiology as Part of Efforts to Enhance Inclusivity and Equality through ICT in South African Schools / Authors: Katijah Khoza-Shangase , Ben Sebothoma , and Nomfundo Floweret Moroe -- Chapter 13 Educational Audiology within the Classroom / Authors: Dhanashree Pillay and Ben Sebothoma -- Chapter 14 Information and Communication Technologies to Facilitate Cognitive Skills Development of Learners Experiencing Barriers to and Learning / Author: Nkhensani Susan Thuketana -- Chapter 15 Empowering Students Experiencing Barriers to Learning through ICT to Ensure Inclusiveness and Equality / Author: Mbulaheni Maguvhe -- Chapter 16 Summary / Authors: Mbulaheni Maguvhe and Ramashego Shila Mphahlele -- Index / Editors: Mbulaheni Maguvhe , Ramashego Shila Mphahlele , and Sharon Moonsamy. |
| Record Nr. | UNINA-9910825128403321 |
| Leiden, The Netherlands : , : Koninklijke Brill NV, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Inclusion in Southern African Education : Understanding, Challenges and Enablement
| Inclusion in Southern African Education : Understanding, Challenges and Enablement |
| Autore | Hlalele Dipane |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing AG, , 2023 |
| Descrizione fisica | 1 online resource (242 pages) |
| Disciplina | 371.90460968 |
| Altri autori (Persone) | MakoelleTsediso Michael |
| Collana | Sustainable Development Goals Series |
| ISBN | 3-031-43752-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| 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. |
| Record Nr. | UNINA-9910767513803321 |
Hlalele Dipane
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| Cham : , : Springer International Publishing AG, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Reconceptualising education support services in South Africa / / edited by Johnnie Hay, Macalane Malindi, Thabo Makhalemele
| Reconceptualising education support services in South Africa / / edited by Johnnie Hay, Macalane Malindi, Thabo Makhalemele |
| Pubbl/distr/stampa | Cape Town, South Africa : , : AOSIS, , 2021 |
| Descrizione fisica | 1 online resource (452 pages) |
| Disciplina | 371.90460968 |
| Soggetto topico |
Inclusive education - South Africa
Special education - South Africa |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910558088703321 |
| Cape Town, South Africa : , : AOSIS, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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