The extent and practice of inclusion in independent schools in South Africa

dc.creator	Elizabeth Walton
dc.creator	Norma Nel
dc.creator	Anna Hugo
dc.creator	Helene Muller
dc.date	2009-02-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:46Z
dc.date.available	2015-07-20T22:11:46Z
dc.identifier	0256-0100
dc.identifier	2076-3433
dc.identifier	https://doaj.org/article/de7ce937003746fcb9547f2a768858ec
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14685
dc.description	In line with international trends in education, South Africa has embraced inclusive education as the means by which learners who experience barriers to learning will be educated. As inclusion is beginning to be realised in South African schools, a gap in the emerging research base on inclusive education is that of inclusion in the independent sector. A study was undertaken to establish the extent to which learners who experience barriers to learning are included in independent schools belonging to ISASA (the largest independent schools association in South Africa) and the practices that facilitate inclusion. The results of a survey administered to principals were analysed quantitatively and reveal that most ISASA schools include learners who experience various barriers to learning and employ inclusive practices that are described in the international literature. We report on salient aspects emerging from the study and focus on the diversity of learners found in ISASA schools, as well as the inclusive practices found at school-wide, classroom, and individual levels. The practices described are the provision of on-site specialist personnel, support for teachers, building modifications to ensure access by persons using wheelchairs and various instructional practices and assessment adaptations. Recommendations arising from the study may give direction to South African schools pursuing inclusivity.
dc.language	English
dc.publisher	Education Association of South Africa (EASA)
dc.relation	http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002009000100007
dc.relation	https://doaj.org/toc/0256-0100
dc.relation	https://doaj.org/toc/2076-3433
dc.source	South African Journal of Education, Vol 29, Iss 1, Pp 105-126 (2009)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The extent and practice of inclusion in independent schools in South Africa
dc.type	article