The geographies of  inclusion of students with disabilities in an ordinary school

Ngcobo, Jabulani; Muthukrishna, Nithi

doi:10.15700/saje.v31n3a541

Cited by 21 publications

(19 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Policy on Continuous Professional Teacher Development (CTPD) provides a framework for much needed in-service teacher training (Du Plessis & Louw, 2008;National Policy Framework, 2006). When it comes to supporting students, similar policies exist (Bojuwoye, Moletsane, Stofile, Moolla, & Sylvester, 2014;Donahue & Bornman, 2014;Geldenhuys & Wevers, 2013;Ngcobo & Muthukrishna, 2011;Pillay & Di Terlizzi, 2009). However these policies do not translate into effective and accessible services for teachers and students.…”

Section: Adversity In a Transitioning Ideological And Political (Schomentioning

confidence: 98%

“…Ideology, politics and activism are evident in education policies. The plethora of education policies for social justice target inequality, and include: structures for school improvement (Fleisch, 2006), building school leadership (Mestry, Hendricks, & Bisschoff, 2009;Berkhout, 2006), promoting inclusive education (Donahue & Bornman, 2014;Oswald & De Villiers, 2014;Meltz, Herman, Pillay, 2014;Ngcobo & Muthukrishna, 2011;Pillay & Di Terlizzi, 2009), impacting literacy and numeracy (Meier, 2011) These education policies are, however, not always buttressed by efficient structures for implementation or monitoring and evaluation (Boateng, 2014;Maarman, 2009). As a result, schoolbased intervention research often includes guidelines for implementing policy.…”

Section: Acquiring a Sense Of Policy Place For Effective Educationmentioning

confidence: 99%

See 1 more Smart Citation

Making sense of place in school-based intervention research

Ebersöhn

2015

Contemporary Educational Psychology

View full text Add to dashboard Cite

The commentary made here by this intervention researcher arises from a "place" in which schoolbased interventions are used to build knowledge, and thereby to bring relief to a young democracy -at once highly diverse and in transition -with aspirations for eradicating inequality. I use the concept of place as a theoretical lens to argue that intervention researchers, whose task it is to consider the meaning of intervention findings in different contexts, require a cognisance of pluriversality and geopolitical variance as a result of unequal development. In this study, I deliberately and reflexively integrate familiar education-place descriptions in my commentary. By means of this representation, I substantiate the argument that intentional reporting of place (rather than assumptions of school-places as normative) informs quality when adapting interventions. I frame my commentary around activism and engagement, ideology and politics, identity culture, and connectedness, which all influence sense of place in school-based intervention. I first show that using activism and engagement to make sense of place may denote emancipatory research in the case of one place, and theory-derived, hypothesis testing in another. I then explain how ideology and politics mean that marginalisation is embodied in high risk schools. Within high risk school settings, randomised control trials become unlikely, and interventions require both fluidity to adapt to crises, and extended time for implementation. I explain that identity culture requires interventions that promote effective literacy instruction in multilingual spaces, and that compel multiple implementation languages. Lastly, I discuss the benefits of partnerships that connect researchers and teachers to an intervention. I conclude that besides the evidence that shows that place variability requires consideration for quality intervention, commonalities also exist across intervention research, irrespective of place. Sharing descriptions of strategies to overcome common challenges in school-based inquiry can be used to plan and implement interventions with a high level of integrity.

show abstract

Section: Adversity In a Transitioning Ideological And Political (Schomentioning

confidence: 98%

Section: Acquiring a Sense Of Policy Place For Effective Educationmentioning

confidence: 99%

Making sense of place in school-based intervention research

Ebersöhn

2015

Contemporary Educational Psychology

View full text Add to dashboard Cite

show abstract

“…Both the projects had a wider scope by involving the entire local community. Narayan et al (2005) in India and Ngcobo and Muthukrishna (2011) in a South African province have described the initiatives of local schools to include students with disabilities. These schools have placed such students in classrooms through goodwill and a positive attitude.…”

Section: School Factormentioning

confidence: 99%

Inclusive education in developing countries: a closer look at its implementation in the last 10 years

2013

View full text Add to dashboard Cite

The objective to provide education for all by the year 2015 includes students with disabilities. In the context of developing countries, this group of students is more excluded than included from educational services. This study presents an overview of literature in order to establish which projects have been undertaken and supported the inclusion of students with disabilities. The first aim is to examine the projects undertaken by governments and international organisations to include this group in regular education, the second aim is to examine the effects of these projects in terms of an increase in the number of students with disabilities in regular schools. An analysis of the literature was carried out by focusing on projects including the following four factors: external, school, teachers and parents. Fifteen empirical studies/reports were selected in which several undertaken projects were reported. The implemented projects focused mainly on school and teacher factors. Only two studies reported their effects. The findings are discussed by addressing the approaches of the projects undertaken and the serious gaps in implementing inclusive education in developing countries.

show abstract

“…Yet, it was shown that the Nigerian pre-service teachers had better dispositions to inclusive education. The more positive attitudes of the Nigerian pre-service teachers may have been informed by the country's legislation and educational policies (Srivastava et al, 2017), school factors (Deng & Holdsworth, 2007;Ngcobo & Muthukrishna, 2011), or personal experiences gathered in support of underprivileged individuals. In particular, those who were internally displaced or had sustained disabilities as a result of experiencing various communal clashes, insurgencies, and terrorism in Nigeria.…”

Section: Discussionmentioning

confidence: 99%

Inclusive education among pre-service teachers from Nigeria and South Africa: A comparative cross-sectional study

Adigun

2021

Cogent Education

View full text Add to dashboard Cite

This study examined the knowledge, attitudes, and perceptions of inclusive education of pre-service teachers in Nigeria and South Africa by surveying 217 Nigerian and 266 South African pre-service teachers using a cross-sectional survey research design. A self-developed questionnaire was used for the data collection. The questionnaire was pilot-tested among pre-service teachers from a public university in Tanzania. Data were descriptively and inferentially analysed (means and standard deviations) using a 2 × 3 factorial multivariate analysis of variance (MANOVA). The study found a significant interaction between country and gender, with a significant main effect for gender as well as for country. The results indicated a significant MANOVA and a follow-up analysis of the variance test showed a statistically significant difference in the knowledge of pre-service teachers about inclusive education in terms of gender with female pre-service teachers having the highest mean score. The study also indicated a significant difference in the attitudes of pre-service teachers towards inclusive education in terms of their country, with Nigeria having a higher score than South Africa. The implications of a socially just society are discussed.

show abstract

The geographies of inclusion of students with disabilities in an ordinary school

Cited by 21 publications

References 0 publications

Making sense of place in school-based intervention research

Making sense of place in school-based intervention research

Inclusive education in developing countries: a closer look at its implementation in the last 10 years

Inclusive education among pre-service teachers from Nigeria and South Africa: A comparative cross-sectional study

Contact Info

Product

Resources

About