Reconceptualising Teacher Education for Teachers of Learners with Severe to Profound Disabilities

Autor/inn/en	McKenzie, Judith; Kelly, Jane; Moodley, Trevor; Stofile, Sindiswa
Titel	Reconceptualising Teacher Education for Teachers of Learners with Severe to Profound Disabilities
Quelle	In: International Journal of Inclusive Education, 27 (2023) 2, S.205-220 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKenzie, Judith) ORCID (Kelly, Jane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1837266
Schlagwörter	Foreign Countries; Teacher Education Programs; Students with Disabilities; Severe Disabilities; Preservice Teacher Education; Inservice Teacher Education; Student Needs; Inclusion; Barriers; Special Education; Regular and Special Education Relationship; Teacher Attitudes; Administrator Attitudes; South Africa + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper considers teacher education for teachers of learners with severe to profound disabilities (SPD) in South Africa, in both formal and non-formal learning programmes within a disability studies in education framework. Qualitative data were collected from a range of education stakeholders including non-governmental (NGOs) and disabled people organisations (DPOs). Based on a thematic analysis, findings show limited pre-service teacher education programmes focused on teaching learners with SPD. In-service teacher training through education departments and NGOs and DPOs, is usually through basic short courses or workshops and are not complemented by on-going support. We argue for a reconceptualization of teacher education in South Africa to prepare teachers to meet the diverse needs of learners, including those with SPDs within an inclusive education context. Skills in addressing barriers to learning should be infused throughout initial teacher education, in line with the principles of universal design for learning while impairment-specific knowledge can be offered in related modules that focus on reasonable accommodation for children with disabilities. In-service education can occur in formal and informal programmes and should empowers teachers to become lifelong learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01