Developing inclusive school communities: voices of parents of children with disabilities

Swart, Estelle; Engelbrecht, Petra; Eloff, Irma; Pettipher, Raine; Oswald, Marietjie

doi:10.1080/16823200409487082

Cited by 32 publications

(25 citation statements)

References 4 publications

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“…A constructivism approach therefore views a classroom as a learning community that constructs shared understanding (Brophy, 2006). This is supported by Swart et al (2009) by alluding to the fact that inclusive school communities have the potential to serve as the context for the creation of a system of education, and ultimately a society that reflects an emotional sense of community, caring and belonging. its approach towards learning is also in line with principles of inclusive education which believe that learners are to be included and should benefit in the processes of teaching and learning including those with special educational needs.…”

Section: Learner Centered Approaches and Inclusive Pedagogymentioning

confidence: 99%

“…Inclusive education is about listening to the voices in a school community and empowering all members to develop an approach to schooling that is committed to identifying and dismantling actual and potential sources of exclusion as explained by Gillies et al (2004). Above all, it is about a philosophy of acceptance where all people are valued and treated with respect (Swart et al, 2009). Leitch (2006) points out that while general concepts such as acceptance, value and respect are noble when defining inclusion, they are not particularly helpful in defining what actually should be found in an inclusive environment.…”

Section: Inclusive Ideologymentioning

confidence: 99%

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Teacher centered dominated approaches: Their implications for todays inclusive classrooms

Otukile-Mongwaketse¹

2018

Int. J. Psychol. Couns.

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This study is an exploration on the kind of approaches teachers use in their schools and/or classrooms to deliver instruction in inclusive classrooms particularly whether or not learners who have LD benefit from these approaches. Six primary schools in urban, semi-urban and rural areas were randomly selected and data was collected through classroom observations, interviews and document analysis. Fourteen participants were interviewed. The findings reveal that teachers delivery of instruction were mostly teacher centered, a move which seemed to leave some learners minimally benefitting from the teaching and learning process especially learners who have LD. Although participants embrace the concept of inclusive education, this seems to be on a theoretical basis since in practice it seems that learners who have LD were not given learning opportunities which allowed them to participate in the teaching and learning process. Finally, participants identify some barriers such as an examination oriented curriculum, class sizes as the main barriers to practicing learner centred approaches. The study challenges the traditional use of authoritarian approaches of teaching as one way of perpetuating exclusionary circumstances within Botswana schools as it leaves learners who have LD with little chance of accessing the curriculum. A dynamic constructive relationship between curriculum, teachers and learners is suggested, moving from 'teaching the curriculum' to 'understanding and developing inclusive curricula' within a social constructivist discourse.

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Section: Learner Centered Approaches and Inclusive Pedagogymentioning

confidence: 99%

Section: Inclusive Ideologymentioning

confidence: 99%

Teacher centered dominated approaches: Their implications for todays inclusive classrooms

Otukile-Mongwaketse¹

2018

Int. J. Psychol. Couns.

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“…To put more bluntly, the findings have revealed that teamwork and cooperation are not overwhelmingly present during the guidance procedures. However, many studies in the literature have indicated inter-disciplinary teamwork to be a must, and that cooperating with parents, who are the primary source of information and have a key role during both the selection of educational setting and the entire educational process, should never be neglected (Gürgür, 2010;Swart et al, 2006;Yılmaz, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…They concluded parents, experts, non-governmental organizations, the physical structure of schools, the presence of support services, the attitudes of normally hearing peers, and teachers' professional background/capabilities to affect the placement decision. Another relevant study by Swart, Engelbrecht, Eloff, Pettipher, and Oswald (2006) aimed to depict the experiences that families of SSNs went through during the placement process into inclusive settings. They determined students to first be subjected to a trial process before placement and school principals' opinions to have a decisive influence over these students' placement process.…”

mentioning

confidence: 99%

Procedures in Turkey for Guiding Students with Special Needs into Inclusive Settings

2017

EDUC SCI-THEOR PRACT

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Systematic and organized management of guidance and placement procedures is a definitive prerequisite for the quality and functionality of inclusive settings. This research aims to analyze the Guidance and Research Centers' (GRCs) procedures for guiding students with hearing loss into inclusive settings in Turkey. Being designed as a phenomenological study, it is composed of semi-structured interviews conducted over 14 experts and six parents. Research data have been subjected to inductive analysis, which has revealed five groups of themes regarding inclusive settings, such as how guidance procedures work in GRCs, the guidance criteria for inclusive settings, and suggestions for improving the quality of these procedures. Findings show that the participant experts and parents go through these guidance procedures starting with educational assessment and have faced problems with team work and parental participation. Aside from the experts' need for professional development, the lack of criteria for guiding into inclusive settings is a noteworthy problem. This study concludes that the organizational structure of GRCs should be revised to enhance the quality of the guidance procedures and suggests that future case studies are needed to understand these guidance procedures comprehensively.

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“…A third pass at the data allowed the researchers to look for relationships among the data. While the U.S. researchers began without a specific scheme in mind, the South African team focused on initial categories of placement, process and concerns, the impact of inclusion on parents and siblings, the role of the school including the manner in which the child was accommodated and supported in the school and the reactions of the wider school community (Swart, Engelbrecht, Eloff, Pettipher, & Oswald, 2005).…”

Section: Discussionmentioning

confidence: 99%

Where Differences Matter

et al. 2008

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The differential rates at which children of color, and particularly children who are AfricanAmerican, are identified and placed in special education in the United States (U.S.) is well documented in a variety of sources. U.S. policy, authorized by Congress in December of 2004, acknowledges differential rates of identification and placement by requiring states to review annually student identification data from all local education agencies to identify and address disproportionate representation of students from culturally and linguistically diverse backgrounds. Yet, little is known about the interaction between families who are culturally and

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Developing inclusive school communities: voices of parents of children with disabilities

Abstract: Inclusive Education as outlined in the Education White Paper 6 is a response to the widespread social, economic and political changes in South Africa

Cited by 32 publications

References 4 publications

Teacher centered dominated approaches: Their implications for todays inclusive classrooms

Teacher centered dominated approaches: Their implications for todays inclusive classrooms

Procedures in Turkey for Guiding Students with Special Needs into Inclusive Settings

Where Differences Matter

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