Can Inclusive Education in South(ern) Africa Survive the HIV and AIDS Pandemic?

Autor/inn/en	Beyers, Christa; Hay, Johnnie
Titel	Can Inclusive Education in South(ern) Africa Survive the HIV and AIDS Pandemic?
Quelle	In: International Journal of Inclusive Education, 11 (2007) 4, S.387-399 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Inclusive Schools; Sexually Transmitted Diseases; Interaction; Foreign Countries; School Psychology; Acquired Immunodeficiency Syndrome (AIDS); Disabilities; Special Needs Students; Mainstreaming; Incidence; Educational Finance; Student Attitudes; Peer Relationship; Educational Environment; Barriers; Work Ethic; Teacher Student Ratio; Teacher Morale; Teacher Qualifications; Student Behavior; Governance; School Personnel; Africa; South Africa + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Sexual transmitted disease; Geschlechtskrankheit; Interaktion; Ausland; Schulpsychologie; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Vorkommen; Bildungsfonds; Schülerverhalten; Peer-Beziehungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Arbeitsethos; Lehrer-Schüler-Relation; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Lehrqualifikation; Student behaviour; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schulpersonal; Afrika; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Fagan (1986, p. 859) stated many years ago that "school psychology has survived the complex interaction between education and psychology, and will continue to do so in future". Applied and adapted to South(ern) Africa of 2007, one may ask whether inclusive education will survive the complex interaction with the HIV and AIDS pandemic, and whether it will continue to survive in future? This paper focuses primarily on the impact of HIV and AIDS on the inclusive education classroom and suggests that certain dynamics entering the classroom will increase the demands on educators exponentially. It is concluded that successful inclusive education is in jeopardy in South(ern) African classrooms unless drastic measures are taken soon. A lapse to "inclusion by default" is on the cards in the absence of these measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10