Inclusive education in South Africa and the developing world : the search for an inclusive pedagogy / Sigamoney Manicka Naicker (University of Western Cape, South Africa).

Format:

Book

Author/Creator:

Naicker, Sigamoney Manicka, author.

Series:

Emerald points.

Emerald points

Language:

English

Subjects (All):

Inclusive education--South Africa.

Inclusive education.

Physical Description:

1 online resource (xiii, 188 pages).

Edition:

1st ed.

Place of Publication:

Bingley, UK : Emerald Publishing, 2018.

Summary:

This book offers policy makers, teachers and teacher trainers a framework for understanding inclusive education in the developing world.With a major focus on South Africa, it argues that planning for inclusive education must rupture old theories, assumptions, models and tools - including a recognition of how the history of special education has psychologized failure - with the mainstream taking ownership of the transformation to a fairer system. The author contends that for inclusive education to take hold, policy makers need to contextualize the curriculum to the needs of the developing country, and to place the vulnerable and working class demographic at the heart of the planning process - recognizing that the performative culture of developed countries will marginalize and alienate this majority group. Providing practical guidelines on developing full-service schools that can cater for learners who experience a range of barriers to learning, 'Inclusive Education in South Africa and the Developing World' will be of great value to all those with an interest in education, inclusion and social justice both within South Africa and beyond.

Contents:

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.

Notes:

Includes index.

Includes bibliographical references.

Print version record

ISBN:

9781787439627

1787439623

9781787436909

178743690X