Inclusion in Southern African Education: Understanding, Challenges and Enablement (Sustainable Development Goals Series)

✍ Scribed by Dipane Hlalele (editor), Tsediso Michael Makoelle (editor)

• Publisher: Springer
• Year: 2023
• Tongue: English
• Leaves: 242
• Category: Library

✦ Synopsis

This book reflects on more than two decades of adoption practices of inclusive education policy in Southern Africa. It is aimed at taking stock of the successes, challenges and achievements during this journey of making education inclusive and equitable. It responds to the educational needs of learners at all levels, regardless of their diverse needs, such as disability, gender, socio-economic status, race, ethnicity and language background.

This book furthers the understanding and conceptualization of the notion of inclusion in education, and explores the challenges experienced during the operationalization and implementation of the process. It extends debates spawned by international and national policy mandates that sought to transcend exclusionary educational practices in order to realize inclusive societies and, by implication, inclusive classrooms.

It offers a comprehensive conceptual framework for inclusive education in the Southern African context while drawing parallels from the regional and international experience. This book can be used as a reference or critical reading for scholars and researchers in the field of inclusive education. It will empower practitioners, administrators, teachers and school leaders, curriculum developers and planners, as well as policy makers with knowledge about theory and practice regarding inclusive education in the Southern African schooling system.

✦ Table of Contents

Preface
Rationale
Contents
Contributors
About the Editors
Part I: Understanding Inclusion in Education
Exclusion, Diversity and Inclusion
1 Introduction
2 A School for all
2.1 Understanding ‘Exclusion’ and ‘Diversity’ Leads to Better ‘Inclusion’
3 Changing Classrooms to Become Inclusive
3.1 Recognition of Learner Diversity
4 Conclusion
4.1 A Long, Arduous and Challenging of Inclusive Education Journey
References
Inclusion in Early Childhood Care and Education: A Participatory Action – Learning and Action Research Perspective
1 Introduction
2 Understanding Inclusion
3 An Inclusive Pedagogy in ECCE
4 Theoretical Framework
5 Methodology
6 Findings
6.1 Participatory Pedagogy Challenges Traditional Rote Learning
6.2 Culturally Responsive Teaching Challenges a Eurocentric Learning Environment
6.3 An Inclusive Play-Based Pedagogy Challenges ‘Schoolification’
7 Discussion
8 Summary and Conclusion
References
Inclusion in Early Childhood Education: A Sense-Making Perspective
1 Introduction
2 Sense-Making Theory
3 Inclusion in Education
4 Method of Review
5 Teachers’ Sense-Making of Inclusion in ECE
6 Principles of Inclusion for Children with Disabilities in ECE
7 The Value of Inclusion in Early Childhood Education
8 Impediments (Barriers) to Inclusion in ECE
8.1 Special Educational Needs as Impediment in Inclusion
8.2 Attitudinal Impediments
8.2.1 Discrimination and Social Exclusion
8.2.2 Peer Influence
8.2.3 Regular Teachers’ Attitudes
8.3 Schools as Impediments
8.3.1 Acceptance
8.3.2 Accessibility
8.3.3 Classroom Size
8.4 Untrained Teachers
8.5 Constraints in Respect of Resources
9 Sense-Making: A Pedagogical Approach to Inclusion ECE
10 Teachers’ Deportment Towards Inclusion in ECE
11 Sense-Making of Substratum (Support) for Children with Disabilities
12 Conclusion
References
Inclusion in Teaching and Learning: An Adult Education Perspective
1 Introduction
2 Problem Statement
3 Literature Review
3.1 Conceptualising of Inclusive Education, Lifelong Learning and Adult Education
3.2 Understanding Adult Teaching and Learning
4 Methodology
4.1 Research Approach
4.2 Research Design
4.3 Selection of Participants
4.4 Data Collection
4.4.1 Data Analysis
5 Trustworthiness of the Study
6 Findings
6.1 Recognition of Diversity
6.2 Totality of Beliefs, Values and Attitudes
6.3 Collaborative Culture
6.4 Role of Learners in Teaching
6.5 Pedagogical Choices by Teachers
6.6 Non-segregating or Non-discriminatory Approach
6.7 Equitable Planning for Inclusive Education
6.8 Enhancing Learner Participation
6.9 Curriculum Delivery
6.10 Class Interaction and Communication
6.11 Use of Teaching Resources and Media
6.12 Assessment of Adult Learners
6.13 Creating an Inclusive Culture in an Adult Centre
7 Discussion of Findings
8 Conclusion
References
Inclusion in Mauritian Education: Initial Insights
1 Introduction
2 Understanding Inclusion in Education
3 Critical Realism as a Theoretical Lens
4 Research Design and Methodology
5 Findings
5.1 Theme One: Teacher Preparedness
5.2 Theme Two: School Readiness
5.3 Theme Three: Curriculum Adaptation and Differentiation
5.4 Theme Four: Policy Intention and Implementation
5.5 Theme Five: (Mis/Under/Over) Communication and Dissemination of Information
6 Discussion
7 Conclusion
References
Part II: Challenges of Inclusion in Education
Inclusion in Zimbabwean Rural Schools: Teachers’ Perceptions on Challenges and Mitigating Strategies
1 Introduction
2 Theoretical Framework
3 Research Methodology
3.1 Research Design
3.2 Participants
3.3 Data Analysis
4 Ethical Considerations
5 Findings
5.1 Challenges Affecting Inclusion in Education in Rural Areas
5.1.1 The Participants Noted that Most Rural Teachers Do Not Value or Have Negative Attitudes Towards Inclusion in Education Training
5.1.2 The Following Excerpts Exhibit the Negativity Towards Being Trained in Inclusion in Education
5.1.3 The Other Challenge Affecting Inclusion in Education Is the Authorities’ Inability to Successfully Implement Inclusion in Education Policies in Schools
5.1.4 The Use of English Language in Teaching and Learning in Rural School Negatively Affect Inclusion in Education
5.1.5 Poverty Is a Driver of Inclusion in Zimbabwe Rural Schools
5.1.6 Gender Exclusion Which Has Negatively Affects Inclusion in Education in Zimbabwe
5.1.7 Zimbabwe Policies That Discriminate against Pregnant Learners from Attending Schools Have Contributed to the Exclusion of Female Learners in Zimbabwe
5.2 The Following Section Deals with Solutions to Mitigate Exclusion in Zimbabwe Rural Schools
5.2.1 Need to Train Teachers in Inclusion in Education
5.2.2 The Other Solution to Combat the Exclusion of Learners in Zimbabwe Rural Schools Is the Effective Implementation of Policies that Support Inclusion in Education
5.2.3 The Participants Noted That Language Inclusion Is another Solution to Enhance Inclusion in Education
5.2.4 Gender Inclusion Is Another Solution to Deal with the Exclusion of Female and Male Learners in Rural Schools
5.2.5 On Dealing with Poverty, the Participants Argued That There Is Need to Assist Needy Learners
5.2.6 To Mitigate Early Pregnancies Among Rural Female Learners, Participants Advocate for Sex Education
6 Recommendations
7 Conclusion
References
Full-Service Schools and Inclusion in South Africa
1 Introduction
2 Research Context
3 Literature Review
3.1 Definition of Full-Service Schools
3.2 The Roll-out of Full-Service Schools
3.3 Teaching Approaches in Full-Service Schools
4 Research Methodology
4.1 Research Design
4.2 Research Site
4.3 Data Analysis
4.4 Trustworthiness and Ethical Considerations
5 Findings
5.1 Achievements Made by the Introduction of Full-Service Schools
5.2 Challenges Facing the Roll-out of Full-Service Schools
6 Conclusion
6.1 Summary
6.2 Implications
References
Stress and Coping Strategies Among Zimbabwean Families of Learners with Intellectual Disabilities: Implications for Inclusion
1 Introduction
2 Inclusion in Education
2.1 Inclusive Education in Zimbabwe
2.2 Perceived Stress and Stressors
2.3 Coping Strategies
3 Purpose of Study
4 Methodology
4.1 Sample
4.2 Permission
5 Instruments
5.1 Demographic Instrument
5.2 The Perceived Stress Scale (PSS) (Cohen et al. 1983)
5.3 The Ways of Coping (Revised) Folkman and Lazarus, 1988b
5.4 Data Analysis
6 Findings
6.1 Frequencies
6.2 Stress Levels of Participants
6.3 Coping Ways Used
7 Discussion
7.1 Stress Results
7.2 Ways of Coping Results
8 Recommendations for Inclusion in Education
9 Limitations of This Study
10 Implications for Further Studies
11 Conclusion
References
Cultural and Linguistic Barriers to the Inclusion of Deaf Learners: Towards Sign Bilingual Education in Zimbabwe
1 Introduction
2 Deaf Culture and Inclusion
3 Sign Language and Inclusion
4 Sign Bilingual Education as a Strategy for Inclusion
5 Drivers of Linguistic and Cultural Barriers
6 Theoretical Framework
7 Methods
8 Results and Discussion
8.1 Cultural Barriers
8.2 Linguistic Barriers
8.3 Sources of Cultural and Linguistic Barriers
9 Conclusions and Recommendations
Appendices
Appendix I: Questionnaire on Cultural and Linguistic Barriers to the Inclusion of Deaf Learners in Zimbabwe
Section A: Knowledge of Deaf Culture and Sign Language
Section B: Attitudes
Section C: Comments (If You Have Any)
Appendix II: Interview Guide For Parents Of Deaf Learners
Appendix III: Interview Guide for Deaf Learners
Appendix IV: Interview Guide for Deaf Adults
References
Part III: Enablement of Inclusion in Education
Leadership for Inclusion in Schools: An Ethics of Care Perspective
1 Introduction
2 The Nature of Exclusion in South African Schools
3 Meaning of Inclusion and Inclusive Schools
4 Ethics of Care: A Theoretical Framework
5 Leadership for Inclusion
5.1 Assets and Needs Analysis
5.2 Putting Caring at the Center of Home-Grown Policies
5.3 Dismantling Conformist Leadership Practices
5.4 Re-Culturing the School Context
6 Conclusion
References
Inclusion in Education Policy as an Enabler: Lessons from South Africa
1 Introduction
2 Methodology
3 An Understanding of Inclusion in Education
3.1 Contextualized Definition of Inclusion
4 Understanding Inclusion in Education Policies
5 Inclusion in Education in the South African Context
6 Educational Policy Development in South Africa
7 Policy Implementation Challenges
8 Inclusive Education Policy as an Enabler
9 Parental Recognition and Involvement
10 Discussion
11 Conclusion and Recommendations
References
Curriculum Adaptation for Inclusion in Teaching and Learning
1 Introduction
2 Theorising the Ed-Tech Use for Inclusion in Education
3 Towards Connected Curriculum Adaptation for Inclusion in Education
3.1 Formal Curriculum Adaptation
3.2 Informal Curriculum Adaptation
3.3 Non-formal Curriculum Adaptation
3.4 Towards Connected Curriculum Adaptation
4 Conclusion and Implications for Education
References
Youth Facilitators as Enablers of Inclusion: A School-Community Partnership Perspective
1 Introduction
2 The Impact of Youth Facilitators on Inclusion in Education
2.1 Including the Excluded
2.2 The Enabling Nature of School-Community Partnerships
2.3 Social Realist Theory as a Theoretical Framework
3 Research Design and Method
3.1 Data Generation Procedure
3.2 Co-Researchers and Ethical Considerations
3.3 Data Analysis
3.4 Trustworthiness
3.5 Ethical Considerations
4 Findings
5 Discussion
6 Limitations
7 Conclusion
References
Managing an Inclusive Classroom in Eswatini: A Case Study
1 Introduction
2 Conceptualisations of Inclusion
2.1 International Perspective
2.2 Eswatini Perspective
2.3 Special Education Needs
3 Classrooms as ‘Inclusive Spaces’
4 Teacher Dimension and Iclusion in the Classroom
4.1 Barrier’s Teachers Encounter in Managing Inclusion in their Classroom
4.2 Teacher Pedagogical Practices
5 Learner Dimension and Iclusion in the Classroom
5.1 Co-Operative Learning
5.2 Activity-Based Learning
6 Environment Dimension and Iclusion in the Classroom
6.1 Teaching-Learning Resources
6.2 Friendliness of Learners’ Environment
6.3 Teacher’s Ability to Promote an Inclusive Learning and Teaching Environment
7 Conclusion and Recommendations
References
Non-governmental and Community-Based Organisations as Enablers of Inclusion in Education
1 Introduction
2 Methodology
3 Nexus Between International Legislation and Disability-Rights Activism
4 The Centrality of Equity as a Principle for Inclusion in Education
5 NGOs and CBOs as Enablers of Inclusion in Education: A Global View
6 An Overview of Basic Education Context in Lesotho
7 NGOs and CBOs as Enablers of Inclusion in Education in Lesotho
7.1 NGOs and CBOs’ Role at the ECCD Level
7.2 Interventions for the Socio-Economically Disadvantaged
7.3 Interventions in Disability Inclusion
8 Conclusions and Recommendations
References
Infusion of Inclusion in Mauritian Initial Teacher Education Programmes
1 Introduction
2 Policy Context in Mauritius
3 Curriculum Differentiation
4 Inclusive Pedagogy
5 Collaborative Practices – School Staff and Inclusion
6 Teachers’ Perceptions of Inclusion in Classrooms
7 Teacher Preparedness for Inclusion in Education
8 Teacher Education Programme on Inclusion in Education in Mauritius
9 Research Methodology
9.1 Research Design – Narrative Inquiry
9.2 Selection of Research Participants
9.3 Data Generation and Presentation
9.4 Narratives of Participants
9.5 Data Analysis
10 Findings and Discussion
11 Conclusion
References
Conclusion
References