Constraints to Quality Education and Support for All: A Western Cape Case

Autor/in	Dreyer, Lorna M.
Titel	Constraints to Quality Education and Support for All: A Western Cape Case
Quelle	In: South African Journal of Education, 37 (2017) 1, Artikel 1226 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dreyer, Lorna M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Educational Quality; Foreign Countries; Access to Education; Student Needs; Student Placement; Poverty; Questionnaires; Semi Structured Interviews; Inclusion; Special Needs Students; Identification; Disadvantaged; Disabilities; Teacher Attitudes; Mixed Methods Research; Special Education Teachers; Focus Groups; Self Efficacy; Elementary School Teachers; South Africa + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Schülerpraktikum; Armut; Fragebogen; Inklusion; Sonderpädagogischer Förderbedarf; Identifikation; Identifizierung; Handicap; Behinderung; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Elementary school; Grundschule; Volksschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In its vision for education, the National Planning Commission (2011:264) of South Africa states that "all children can access and benefit from high quality education" through flexible services which are available, accessible and responsive to the needs of children, and that "specific consideration will be given to the most vulnerable children--those who live in poverty or with disabilities". As an emerging economy, South Africa is faced with the challenge of implementing the policy aimed at realising this vision. This paper highlights the plight of learners who have been identified as having high-level support needs and who are waiting for special school placement. Data was collected through questionnaires and semi-structured focus group interviews. In total, 371 participants were involved in this research. Forty-one learning support teachers were purposefully selected, and 165 mainstream teachers were systematically selected from within a specific education district of the Western Cape Province of South Africa. The findings imply that the needs of learners on waiting lists are grossly neglected in mainstream classrooms. Teachers generally feel ill equipped to provide adequate support. Various other contextual factors exacerbate this situation. This article offers some practical recommendations in pursuit of moving beyond a discourse of justification to debate the implementation of inclusive education that will benefit all learners, including learners with high-level support needs. (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