Context-Specific Inclusive Education: A Local Perspective on the Enterprise

Autor/in	Mphahlele, Leuba
Titel	Context-Specific Inclusive Education: A Local Perspective on the Enterprise
Quelle	In: Educational Research and Reviews, 15 (2020) 5, S.210-213 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Inclusion; Regular and Special Education Relationship; Environmental Influences; Teacher Attitudes; Administrator Attitudes; Principals; Foreign Countries; Social Influences; Educational Facilities; Accessibility (for Disabled); Knowledge Level; Administrator Role; Teacher Role; Intervention; Psychologists; Secondary Schools; South Africa + Suchen Sie Ihr Suchwort? Inklusion; Environmental influence; Umwelteinfluss; Lehrerverhalten; Principal; Schulleiter; Ausland; Sozialer Einfluss; Bildungsstätte; Accessibility; Zugänglichkeit; Wissensbasis; Lehrerrolle; Psychologist; Psychologe; Psychologin; Sekundarschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Inclusive education is moulded by local factors. A qualitative case study was used to explore professionals' perceptions of inclusive education (IE) practice in local schools along with interventions for a support model in the schools. Observations, focus group interviews and individual interviews were used to collect data from teachers, school principals, curriculum advisors and psychologists in Capricorn South District of Limpopo Province. Data analysis revealed five themes in terms of factors impacting on IE practice in the local schools and proposed actions to address the factors. The themes were discussed and recommendations were made for a sustainable support model in the local schools. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01