A case study of a learner's transition from mainstream schooling to a school for learners with special educational needs (LSEN): lessons for mainstream education

dc.creator	Jace Pillay
dc.creator	Marisa Di Terlizzi
dc.date	2009-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:14:23Z
dc.date.available	2015-07-20T22:14:23Z
dc.identifier	0256-0100
dc.identifier	2076-3433
dc.identifier	https://doaj.org/article/d12ca39b611a4d8a8bc1a64d7a27c5c9
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16813
dc.description	Currently there is an international shift towards inclusive education, a means of education according to which the learner is schooled in the least restrictive environment possible, to overcome his or her challenges to learning and development. Bearing this in mind we considered the experiences of a learner with learning difficulties who transited from a mainstream school environment to a school for learners with special education needs (LSEN).1 Inclusive education and ecological systems were the theoretical underpinnings of this study. The findings revealed that the learner benefited from placement within the LSEN environment on psychological, social, and academic levels. It appears that these changes occurred as a result of being placed in an environment that provided valuable and necessary resources to meet his learning needs, which were lacking in the mainstream school environment. Therefore, it seems that while inclusive education may be a way forward to access quality education for all, it can be argued that the current South African socio-economic environment does not necessarily allow for its successful implementation, as further access to resources and facilities need to be made available. These findings provide useful lessons at regulatory, infrastructural, and instructional functional levels for what is needed for learners with special education needs to succeed in mainstream school environments.
dc.language	English
dc.publisher	Education Association of South Africa (EASA)
dc.relation	http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002009000400005
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 4, Pp 491-509 (2009)
dc.subject	case study
dc.subject	ecological
dc.subject	inclusive education
dc.subject	LSEN
dc.subject	mainstream
dc.subject	systems
dc.subject	transition
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	A case study of a learner's transition from mainstream schooling to a school for learners with special educational needs (LSEN): lessons for mainstream education
dc.type	article