The Idealism of Education Policies and the Realities in Schools: The Implementation of Inclusive Education in South Africa

Autor/inn/en	Engelbrecht, Petra; Nel, Mirna; Smit, Suegnet; van Deventer, Marichelle
Titel	The Idealism of Education Policies and the Realities in Schools: The Implementation of Inclusive Education in South Africa
Quelle	In: International Journal of Inclusive Education, 20 (2016) 5, S.520-535 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1095250
Schlagwörter	Inclusion; Educational Policy; Grounded Theory; Case Studies; Rural Schools; Guidelines; Economic Factors; Educational Quality; Foreign Countries; Educational Legislation; Educational Change; Social Change; Educational History; Semi Structured Interviews; Workshops; Teacher Attitudes; Administrator Attitudes; Parent Attitudes; Focus Groups; Special Needs Students; Barriers; Observation; South Africa + Suchen Sie Ihr Suchwort? Inklusion; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Richtlinien; Ökonomischer Faktor; Quality of education; Bildungsqualität; Ausland; Bildungsrecht; Schulgesetz; Bildungsreform; Sozialer Wandel; History of education; Bildungsgeschichte; Lernwerkstatt; Schulung; Lehrerverhalten; Elternverhalten; Sonderpädagogischer Förderbedarf; Beobachtung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Inclusive education as a global movement emerged over the past 30 years to ensure quality mainstream education for all learners. Since 1994 the newly democratic South Africa also had expectations as well as the political will to change education by adjusting legislation and policies. However, the vision of a truly inclusive education system in South Africa has been difficult to achieve and results regarding the implementation of inclusive education remain questionable. There has been a growing realisation that the advent of democracy was not in itself a sufficient condition for the elimination of historical and structural inequalities in education with as recurring theme the dissonance between the government's socio-political imperative for change and economic realities. This article focuses on the development of policy and guidelines on inclusive education in dynamic interaction with the complexity of realities in South African schools with a special focus on the policy recommendations regarding the development of full-service schools. The constant comparative analysis of the two phased case study of a full-service school in a rural town revealed interesting results illustrating the complexities regarding the implementation of inclusive education and the challenges and opportunities in bridging the gap between the idealism of policies and the realities in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01