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Inclusive education in South Africa and the developing world : the search for an inclusive pedagogy / / Sigamoney Manicka Naicker (University of Western Cape, South Africa)
| Inclusive education in South Africa and the developing world : the search for an inclusive pedagogy / / Sigamoney Manicka Naicker (University of Western Cape, South Africa) |
| Autore | Naicker Sigamoney Manicka |
| Pubbl/distr/stampa | Bingley, UK : , : Emerald Publishing, , 2018 |
| Descrizione fisica | 1 online resource (xiii, 188 pages) |
| Disciplina | 371.9046 |
| Collana | Emerald points |
| Soggetto topico |
Inclusive education - South Africa
Education - Inclusive Education Inclusive education, mainstreaming |
| ISBN |
1-78743-962-3
1-78743-690-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910793147803321 |
Naicker Sigamoney Manicka
|
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| Bingley, UK : , : Emerald Publishing, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Inclusive education in South Africa and the developing world : the search for an inclusive pedagogy / / Sigamoney Manicka Naicker (University of Western Cape, South Africa)
| Inclusive education in South Africa and the developing world : the search for an inclusive pedagogy / / Sigamoney Manicka Naicker (University of Western Cape, South Africa) |
| Autore | Naicker Sigamoney Manicka |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Bingley, UK : , : Emerald Publishing, , 2018 |
| Descrizione fisica | 1 online resource (xiii, 188 pages) |
| Disciplina | 371.9046 |
| Collana | Emerald points |
| Soggetto topico |
Inclusive education - South Africa
Education - Inclusive Education Inclusive education, mainstreaming |
| ISBN |
1-78743-962-3
1-78743-690-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover -- Inclusive Education in South Africa and the Developing World -- Copyright Page -- Dedication -- Contents -- Foreword -- Acknowledgements -- Chapter 1 Inclusive Education in the Developing World -- 1.1. Why Inclusive Education is Important to Developing Contexts -- 1.2. What are Developing Countries? -- 1.3. South Africa -- 1.4. Developing Countries -- 1.5. Ethiopia -- 1.6. Tanzania -- 1.7. Zanzibar -- 1.8. Swaziland -- 1.9. Botswana -- Chapter 2 The History of Special Education and the Challenges for Inclusive Education -- 2.1. Introduction -- 2.2. Profile of Learners and the Need for an Inclusive Curriculum -- 2.3. The Expectation of Post-apartheid Schooling in an Inclusive Setting -- 2.4. Wrong Diagnosis of Poor Children -- 2.5. The Need for a Critical Pedagogy and a Rights Model -- 2.6. The History of Special Education and Its Influence on Thinking and Practice -- 2.7. Phase 1: Absence of Provision (18th-19th Century) -- 2.8. Phase 2: White-dominated Provision, and the Important Role of the Church (Late 19th Century-1963) -- 2.8.1. Stage 1: Church and Private Provision, and the Racist Nature of the State -- 2.8.2. Stage 2: Development of Tests as a Precursor to Institutional Special Education and Education Support Services -- 2.8.3. Stage 3: The Genesis of the Medical Model -- 2.9. Phase 3: 'Separate Development' and Its Impact on Special Education and Education Support Services (1963-1994) -- 2.9.1. Stage 1: The Evolution of the Concept 'Education Support Services' -- 2.9.2. Stage 2: Segregated Education Departments Take Control of Special Education and Education Support Services Provision -- 2.9.3. Stage 3: The Bantustan or 'Homeland' Phase -- 2.9.4. Stage 4: The New Democracy -- 2.10. A Way Forward in Departing from the History of Special Education -- 2.11. Conclusion -- Chapter 3 Changing Consciousness -- 3.1. Introduction.
3.2. The International Influence -- 3.3. Rights Issues Embedded in the Policy Environment in the New South Africa -- 3.4. Translating Inclusive Education into Reality -- 3.4.1. Anatomy of a Paradigm Shift -- 3.4.1.1. A Medical Discourse -- 3.4.1.2. A Charity Discourse -- 3.4.1.3. A Lay Discourse -- 3.4.1.4. A Human Rights Discourse -- 3.5. Facilitating National-Provincial Collaboration -- 3.6. Representation in Policy Development -- 3.7. Fiscal Constraints -- 3.8. Large Classes -- 3.9. Possibilities of Inclusive Education -- 3.9.1. Introduction -- 3.9.2. Definitional Issues: Recommendations of the NCSNET and NCESS -- 3.9.2.1. Assessing Situational Variables in the Regular Classroom -- 3.9.2.2. Modifying the Student's Work and Study Skills -- 3.9.2.3. Considering Locus of Control -- 3.9.2.4. Identifying Probable Areas of Difficulty -- 3.9.2.5. Preparing Regular Education Teachers -- 3.10. Evidence of Inclusive Education in Developing Countries -- 3.11. Role of Special Schools -- 3.12. Curriculum -- 3.13. Time -- 3.14. Modalities -- 3.15. High Expectation Principle -- 3.15.1. Education White Paper 6 -- 3.16. Conclusion -- Notes -- Chapter 4 The Education Landscape of Developing Countries and the Need for the Ideology of Inclusive Education: Barriers to... -- 4.1. What Does Research Tell Us about Children Who are Traumatised? -- 4.2. The Challenge -- 4.3. Inclusive Education -- 4.4. A New Framework for Teaching and Learning -- 4.5. Socio-economic Barriers -- 4.6. Disability as a Barrier -- 4.7. Language and Communication -- 4.8. Lack of Parental Recognition and Involvement -- 4.9. Negative Attitudes -- 4.10. Inadequate Programme-to-Work Linkages -- 4.11. Conclusion -- Chapter 5 Practical Recommendations for Developing an Inclusive Education System -- 5.1. Introduction -- 5.2. What is a 'Full-service School'? -- 5.2.1. Definition. 5.2.2. Ethos and Principles of Full-service Schools -- 5.2.3. What Would Full-service Schools Look Like? -- 5.2.4. The Role of Full-service Schools -- 5.2.4.1. Site-based Support -- 5.2.4.2. Full-service Schools Supporting Neighbouring Schools -- 5.2.4.3. The Relationship between Full-service Schools and Resource Centres -- 5.2.4.4. Collaboration with District Support Teams -- 5.3. What is Institutional Development? -- 5.3.1. Creating Inclusive Cultures -- 5.3.2. Producing Inclusive Policies -- 5.3.3. Evolving Inclusive Practices -- 5.4. 10 Steps of Institutional Development -- 5.4.1. Develop a Common Philosophy and Strategic Plan -- 5.4.2. Provide Strong Leadership -- 5.4.3. Promote Cultures that Welcome, Appreciate and Accommodate Diversity -- 5.4.3.1. Institutional Culture -- 5.4.3.2. Physical Access and Safety -- 5.4.4. Develop Support Networks -- 5.4.4.1. Interactive Support Network -- 5.4.4.2. Care Givers and Families -- 5.4.4.3. Community -- 5.4.4.4. Stakeholders -- 5.4.5. Ensure Accountability -- 5.4.5.1. Roles of Different Stakeholders -- 5.4.6. Build Capacities -- 5.4.6.1. Institutional Development Principles -- 5.4.6.2. Training for all Staff and Various Stakeholders -- 5.4.6.3. Training for Senior Staff and the School Management -- 5.4.6.4. Training for Community Partners -- 5.4.6.5. Training for Educators -- 5.4.6.6. Training for the School-based Support Team -- 5.4.7. Maintain Flexibility -- 5.5. Conclusion -- Bibliography -- Index. |
| Record Nr. | UNINA-9910829034003321 |
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Naicker Sigamoney Manicka
|
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| Bingley, UK : , : Emerald Publishing, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Viewpoints on interventions for learners with disabilities / / edited by Festus E. Obiakor and Jeffrey P. Bakken
| Viewpoints on interventions for learners with disabilities / / edited by Festus E. Obiakor and Jeffrey P. Bakken |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Bingley : , : Emerald Publishing, , 2018 |
| Descrizione fisica | 1 online resource (256 pages) |
| Disciplina | 371.9 |
| Collana | Advances in special education |
| Soggetto topico |
Learning disabled children - Education
Learning disabilities - Treatment Education - Inclusive Education Inclusive education, mainstreaming |
| ISBN |
1-78743-247-5
1-78743-089-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910796880203321 |
| Bingley : , : Emerald Publishing, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Viewpoints on interventions for learners with disabilities / / edited by Festus E. Obiakor and Jeffrey P. Bakken
| Viewpoints on interventions for learners with disabilities / / edited by Festus E. Obiakor and Jeffrey P. Bakken |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Bingley : , : Emerald Publishing, , 2018 |
| Descrizione fisica | 1 online resource (256 pages) |
| Disciplina | 371.9 |
| Collana | Advances in special education |
| Soggetto topico |
Learning disabled children - Education
Learning disabilities - Treatment Education - Inclusive Education Inclusive education, mainstreaming |
| ISBN |
1-78743-247-5
1-78743-089-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Viewpoints on Interventions for Learners with Disabilities -- Contents -- About the Editors -- List of Contributors -- Preface -- Viewpoints on Interventions for Learners with Disabilities: An Introduction -- Introduction: Early Roots of Special Education -- Initial Focus on the Sensory Disabilities -- Social Advocacy Movement -- The Emergence of Specialized Interventions -- Specialized Interventions for Individuals with Cognitive Disabilities -- Advocacy Groups -- The Rise of Socially Constructed Disability Categories -- The Ongoing Commitment to Research-Based Practices -- The Movement to Inclusive Education -- Conclusion -- References -- Chapter 1: Viewpoint on Interventions for Students with Learning Disabilities: Instruction Matters -- State of LD -- Summary of Research on Interventions for Students with LD -- LD Research Institutes' Findings -- Meta-analyses -- Recent Reviews of Sustained Research Programs -- Big Ideas About Interventions for Students with LD -- Identification of Systematic Approach to Tasks -- Explicit Instruction -- Scaffolded Instruction -- Multiple Opportunities for Practice with Feedback -- Attribution and Self-regulation Components -- Viewpoint: Instruction Matters -- For Practitioners -- For Teacher Educators and Professional Development Providers -- For Administrators -- Conclusion -- References -- Chapter 2: Promoting Positive Freedoms for Secondary Students with Emotional and Behavioral Disorders: The Role of Instruction -- Power versus Duties -- Negative Freedoms -- Positive Freedoms -- Interaction of Positive and Negative Freedoms -- LRE versus FAPE -- Purpose of Action -- Implications of the Endrew F. Case -- Achievement and Services Provided to Students with EBD -- Disappointing Outcomes. -- Why Aren't We Doing Better? -- Providing instruction of Students with EBD in Secondary Schools.
Four Challenges for Completing a Secondary Education -- Discriminating Essential from Nonessential Information -- Recalling Target Information Quickly and Accurately -- Letter Strategies. Many readers will be familiar with first-letter strategies where the first-letters of the target information are selected to create an acronym to aid in recall of the information. For example, the acronym "HOMES" is often used to prompt -- The Keyword Method. When using the keyword method, a concrete, acoustically similar word is created for the unfamiliar information to be learned. Scruggs et al. (in press) provided an example to promote recall that Canidae is the scientific name of the bi -- Organizing Target Information -- The QER. The "QER" (Bulgren, Marquis, Lenz, Deshler, & -- Schumaker, 2011) is designed to support thinking about and answering complex questions for students with disabilities. QER employs a graphic organizer with six thinking steps posed as questions: -- Coached Elaboration. Coached elaboration (Scruggs, Mastropieri, & -- Sullivan, 1994 -- Scruggs, Mastropieri, Sullivan, & -- Hesser, 1993 -- Sullivan, Mastropieri, & -- Scruggs, 1995) is an extension of practices developed in educational psychology (e.g., Pressley, Joh -- Expressing One's Learning -- POW, A General Approach to Improving Writing Abilities. One of the most studied approaches to writing for students who have serious writing difficulties is POW (Regan & -- Mastropieri, 2009). POW (Pick my idea, Organize my notes, Write and say more) guides s -- Conclusion -- References -- Appendix A. Examples of two different graphic organizers -- Group and Organize Graphic Organizer -- Classify the Features of the Economies of the North and the South before the American Civil War. Problem-Solution-Effect Graphic Organizer. Carnine, Miller, Bean, and Zigmond (1994) provided a graphic organizer for a more interactive relationship among ideas. The problem-solution-effect organizer is intended to help students perceive multiple perspec -- Chapter 3: Interventions for Students with Intellectual Disabilities -- Students with Intellectual Disability -- Educating Students with Intellectual Disability -- Evidence-Based or Research-Based Interventions -- Academic Interventions -- Reading. Reading is a critical, complex skill, conceptualized as involving five areas: phonemic awareness, phonics instruction, fluency, vocabulary, and reading comprehension (National Reading Panel, 2000). Historically, attention to reading instruction f -- Writing. Writing, along with reading, composes literacy. Writing is a multifaceted academic domain consisting of handwriting as well as composing text (e.g., planning, organizing, drafting, editing, and revising text -- Flower & -- Hayes, 1981). Little researc -- Mathematics. Mathematics is another important and multifaceted academic domain. Mathematics is inclusive of computation and problem-solving, operations and algebra, geometry, measurement and data analysis. Historically, mathematics instruction for student -- Science. Although less research on science education and students with intellectual disability exists, particularly research that documents evidence-based or research-based interventions, researchers have explored interventions to support students with in -- Life-Skills Interventions -- Conclusion -- References -- Chapter 4: Interventions for Students Who Are Deaf/Hard of Hearing -- Practices in Deaf Education -- Recommended Practices. Communication and language. Hearing loss directly impacts access to spoken language. Communication and language skill deficits are frequent among students who are D/HH. Several intervention strategies are recommended for addressing communication needs of -- Academics. Increased access to language facilitates academic learning of school readiness skills - a focus of quality early intervention services (Easterbrooks, Lederberg, Miller, Bergeron, & -- Connor, 2008 -- Harrington et al., 2010). Several reading and mat -- Social/Emotional. Early intervention services and parental supports encourage healthy attachment between parents and D/HH babies (Ferrell et al., 2014 -- Moeller, 2007). Stika et al. (2015) discussed the connection between language delays and poor social-em -- Interventions for Elementary D/HH Students -- Communication/Language. Strong communication and language skills are critical to academic success. Instruction is built upon language skills. Deficits in language or communication can lead to widespread delays in content comprehension and increased impuls -- Academics. The core of academic learning is language. Eventual content learning relies heavily on literacy skills. Much of the literature in the field of deaf education focuses on literacy. Unfortunately, literacy outcomes for D/HH students have remained -- Social/Emotional. Ferrell et al. (2014) note that a large number of D/HH students leave P-12 school lacking independence, demonstrating decreased employability, or having difficulty maintaining employment. Teachers should focus on providing programming th -- Interventions for Secondary D/HH Students. Communication/Language. The Expanded Common Core for Students who are Deaf or Hard of Hearing addresses the comprehensive development of communication in children who are D/HH through the inclusion of receptive and expressive communication skills. Additio -- Academics. Existing research related to the needs of middle and high school students focuses on the skills of literacy (phonological awareness, decoding/word recognition, vocabulary, fluency, comprehension, and composition) and not language development. S -- Social/Emotional. Life-skills instruction focuses on teaching students the skills needed for postsecondary independent living (e.g., cooking, budgeting, safety, and purchasing). Little research exists to provide guidance to teachers in life-skills instruc -- Deafness with additional disabilities -- Impact on Communication Skill Development -- Impact on Life-Skill Development -- Conclusion -- References -- Chapter 5: Interventions for Students with Visual Impairments -- Incidental Learning -- Historical Advancements in Interventions for Students with Visual Impairments Still in Effect Today -- Goals of the National Agenda -- Introducing the ECC for Students with Visual Impairments -- Early Intervention for Students with Visual Impairments. Also, the importance of early intervention in the areas and components of the ECC outlined in Table 2 cannot be overstated. Instructional interventions for learners of all ages with visual impairmen -- Ongoing School-age and Transition-age Interventions for Students with Visual Impairments. The importance of ongoing instructional interventions that include the areas and components of the ECC during the school-age and transition-age years cannot be ove. Working Collaboratively with Other School Personnel to Support the ECC. Often, students who are visually impaired are included in general education or specialized classrooms with school professionals who may not have highly specialized training in teachin. |
| Record Nr. | UNINA-9910808458103321 |
| Bingley : , : Emerald Publishing, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
