A Case Study of a Learner's Transition from Mainstream Schooling to a School for Learners with Special Educational Needs (LSEN): Lessons for Mainstream Education

Autor/inn/en	Pillay, Jace; Di Terlizzi, Marisa
Titel	A Case Study of a Learner's Transition from Mainstream Schooling to a School for Learners with Special Educational Needs (LSEN): Lessons for Mainstream Education
Quelle	In: South African Journal of Education, 29 (2009) 4, S.491-509 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Case Studies; Special Schools; Mainstreaming; Inclusion; Disabilities; Student Placement; Student Needs; Foreign Countries; Educational Resources; Parent Attitudes; Interviews; Elementary School Students; Focus Groups; Video Technology; Play; Social Experience; Academic Achievement; Grade 2; Academic Support Services; Qualitative Research; South Africa + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Special school; Sonderschule; Inklusion; Handicap; Behinderung; Schülerpraktikum; Ausland; Bildungsmittel; Elternverhalten; Interviewing; Interviewtechnik; Spiel; Soziale Erfahrung; Schulleistung; School year 02; 2. Schuljahr; Schuljahr 02; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Currently there is an international shift towards inclusive education, a means of education according to which the learner is schooled in the least restrictive environment possible, to overcome his or her challenges to learning and development. Bearing this in mind we considered the experiences of a learner with learning difficulties who transited from a mainstream school environment to a school for learners with special education needs (LSEN). Inclusive education 1 and ecological systems were the theoretical underpinnings of this study. The findings revealed that the learner benefited from placement within the LSEN environment on psychological, social, and academic levels. It appears that these changes occurred as a result of being placed in an environment that provided valuable and necessary resources to meet his learning needs, which were lacking in the mainstream school environment. Therefore, it seems that while inclusive education may be a way forward to access quality education for all, it can be argued that the current South African socio-economic environment does not necessarily allow for its successful implementation, as further access to resources and facilities need to be made available. These findings provide useful lessons at regulatory, infrastructural, and instructional functional levels for what is needed for learners with special education needs to succeed in mainstream school environments. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01