Implementing inclusive education in South Africa : teachers' attitudes and experiences
Date
2002
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of the Humanities, University of the Free State
Abstract
The central argument is that the creation of inclusive schools will require more than merely the implementation of new policies. Practising teachers are the key to the successful implementation of an inclusive system and they will need time, ongoing support and in-service training. Real change therefore requires a long-term commitment to professional development. This article presents a comparative analysis of the findings of three independent studies aimed at identifying and describing teachers’ attitudes to and experiences in implementing inclusive education in South Africa. The main themes identified in all three studies include inadequate knowledge, skills and training for the implementation of inclusive education; lack of educational and teacher support; insufficient facilities and resources, and the potential effects of inclusive education on learners.
Description
CITATION: Swart, E. et al 2002. Implementing inclusive education in South Africa : teachers' attitudes and experiences. Acta Academica, 34(1), doi:10.38140/aa.v34i1.674.
The original publication is available at https://journals.ufs.ac.za
The original publication is available at https://journals.ufs.ac.za
Keywords
Citation
Swart, E. et al 2002. Implementing inclusive education in South Africa : teachers' attitudes and experiences. Acta Academica, 34(1), doi:10.38140/aa.v34i1.674.