Hierdie verskynsels kan ten minste gedeeltelik verklaar word as gevolg van die interaksie tussen inklusiewe onderwys en tradisionalistiese onderwys'. Hierdie studie is gebruik met die doel om opponerende ideologiese wortels uit te lig deur die ontleding van beskrywings en interpretasies van inklusiewe onderwys soos uitgedruk deur onderwysers, voordiensonderwysers en voordiensonderwysers.
INTRODUCTION AND RATIONALE
- Background
- Rationale
- Purpose of the study
- Problem Statement
- Research questions and aims of study
- Primary research question
- Secondary research questions and objectives of study
- Theoretical framework
- Conceptual Framework
- Inclusive education
- Ideology and ideological framework
- Ideological roots
- Epistemology
- Ethics
- Research methodology
- Research paradigm
- Research design
- Data collection process
- Ethical considerations
- Document outline
- Conclusion
This argument in favor of inclusive education was made through a critical analysis of findings from a mixed methods research study. Quantitative phase: As part of the quantitative phase, a sampling of beginning teachers and lecturers who were included in the research was carried out.
LITERATURE REVIEW
- Introduction
- Development of inclusive education
- International development of inclusive education
- Inclusive Education in South Africa
- Inclusive education as pedagogical framework
- Inclusive education as ideology
- Ideology and inclusive education
- Comparing pedagogies: Applying Freire
- Ideological roots and inclusive education in South Africa
- Conclusion
The development towards inclusive education has been an international focus in recent decades. In this section, inclusive education is viewed through the lens of ideology and ideological roots.
OVERVIEW OF THE EMPIRICAL STUDY
- Overview of chapter
- Research design
- Sequential exploratory mixed methods design
- Qualitative phase
- Quantitative phase
- Ethical considerations
- Conclusion
From the perspective of the qualitative phase and the proposed SLR, the views of teachers in the workplace are important. The themes emerging from the data collected, analyzed and interpreted in the SLR informed the design of the research instrument.
DATA ANALYSIS AND FINDINGS
Overview of chapter
Sequential exploratory mixed methods design
Qualitative phase – SLR executed protocol
- Executing search and collection of research material
- Critical appraisal of research material
- Data extraction
- Data synthesis
- Reports on data synthesis and findings
- Quality criteria for generated synthesis reports
- ENTREQ evaluation
- Summary of SLR findings
First-order and second-order constructs that referred to epistemological or educational practice claims regarding inclusive education;. First-order and second-order constructions that put forward reference ethics or responsibility requirements with regard to inclusive education. First-order and second-order constructs that referred to what the role of inclusive education is or should be.
He even beats the normal ones.” (Article 81, p. 361) . v) Finding 5: Epistemic limitations for inclusive education - students. 1 Aim Determine the views of in-service teachers regarding the ideological foundations of inclusive education. In Finding 8 (cf. 4.3.4.1.viii), however, teachers who apply inclusive education as a general teaching practice find success in general and not only in overcoming barriers to learning.
Quantitative phase – survey questionnaire
- Strategy of inquiry
- Sampling and ethical clearance
- Instrument design and data collection
- Data analysis
- Summary of quantitative phase findings
Section B (variables 1 to 8) for the definition of inclusive education, Section C (variables 9 to 14) for epistemology and inclusive education, and section D (variables 15 to 20) for ethics and inclusive education. D5 (Variable 19): A teacher's responsibility regarding the application of Inclusive Education as a pedagogical approach depends on the type of school in which they are employed (for. From variables 9 to 13, items that focus on teaching practices of comprehensive education and its epistemological role, we see similar trends in alignment with policy preconditions.
For the final variable, we see a split in the attitude to responsibilities with regard to type of subject knowledge and use of inclusive teaching practices. As with the literature review (cf. 4.3.3 and 4.3.4), the quantitative survey reported the same general understanding of inclusive education policy as the respondents and similar preferred constraints on inclusive education practice. Similar trends in different definitions and use of inclusive education according to policy are seen with variables 7 and 8.
Mixed methods study findings
However, the reluctance to apply inclusive education as a general teaching practice is particularly seen with the results of variables 14, 19 and 20. From variables 14 and 20, which address the role of inclusive education for specific types of subject knowledge and the teacher's responsibility in their application, at least half of the respondents indicated that the type of subject knowledge can influence whether inclusive education is required or implemented. . In terms of ethical grounds, counter-positions are seen with claims for inclusive education either working against the success of general teaching practice for most students, or that it would be a more ethical position to separate curriculum and schools for students who experience barriers to learning. .
When applied in the quantitative phase of the research as key questions, the same effect was found: a deviation of the application of inclusive education depending on the content of the field, or the responsibility for the application of inclusive education as an educational practice determined by the type of teaching method. school where the teacher works. Similar to the literature review (both the SLR and the survey indicated that educators (in-service, pre-service and those who train educators) have a good understanding of the ethical foundations and the scope of inclusive education should be in terms of However, both also indicated that a large majority of these teachers challenge inclusive education as a general pedagogical practice for reasons related to subject matter knowledge and responsibility towards educational practices related to systemic needs.
Conclusion
RESEARCH FINDINGS
Overview of chapter
Pedagogy as ideology
Ideological roots of inclusive education and traditionalist education
On the other hand, for inclusive education, the epistemological foundation is one of the diverse practices that take into account learning needs in order to enable meaningful educational events for development at the individual level (cf. 2.3.1). The ethical foundation of inclusive education is built on individual human rights - not in the neoliberal socio-economic sense of legitimate competitive and market access to elite individualized learning opportunities, but on a general education system that represents the society in which students find themselves and that promotes the development of their abilities , to contribute individually and collectively to their society (Slee, 2014; Slee & Allan, 2001). Access to knowledge and practices of knowledge among different peer groups – not based on perceived ability.
Diverse abilities, barriers and strengths are accepted and practices aim to enable knowledge construction at the individual level. In order to answer the general research question about how the view of inclusive education as an ideology can contribute to its applicability, it has been argued that research on the ways in which inclusive education's application is allegedly endorsed or contested can be analyzed according to those positions 's ideological roots (cf. 1.4-1.5). This process will provide insight into the extent to which inclusive education is generally correctly understood, likely to fail due to its own ideological foundations, or how inclusive education is shown to fail due to factors perceived as the 'reality' considered for education, but what ideological factors themselves.
Mixed methods results and analysis – ideological roots endorsed by
- SLR – in-service teachers and ideological roots of pedagogy
- Self-constructed questionnaire – Pre-service teachers and their lecturers
- Answering the secondary questions
South African teachers see inclusive education as a human rights issue, as a policy to overcome discrimination. Inclusive education is therefore the responsibility of the entire education system, including teachers, to make this a reality. A reluctance to adopt inclusive education as a general educational practice was reflected in the results of three variables (variables 14, 19 and 20).
Here, too, a large number of respondents stated that the practices of inclusive education depend on the type of school. From this point of view, inclusive education is understood in terms of already established and dominant pedagogy. Both epistemically and ethically, the boundary for inclusive education as a pedagogical practice is set based on the expected requirements of established pedagogical practice.
How understanding inclusive education as ideology could contribute
Also, from the sample group of pre-service teachers, the majority of the group also indicated that inclusive education as a responsibility should depend on the type of school the teachers are in. This is further exacerbated by a large proportion of pre-service teaching groups also showing that the practice of inclusive education is a responsibility that depends on the type of school where the teacher finds himself employed. For the group of pre-service teachers, therefore, further entrenchment of the idea of special practices for traditionalist and inclusive education is evident.
The central principle of critical pedagogy and inclusive teaching is therefore the inclusion of the learner in. With an inclusive teaching-pedagogical practice approved, the conclusion is that the students who experience serious barriers to learning will find the support they actually need. From Finding 8 of SLR (cf. voices from teachers who actually tried inclusive teaching practices.
Recommendation and delimitations
A more recent phenomenon is the rise of studies reporting the success of inclusive educational practices of diverse teaching, albeit after intervention projects to promote these practices. It is clear from the results of the mixed methods study that a large part of the educational population in South Africa appears to oppose inclusive education because it deviates from the traditionalist educational norm. Therefore, it is recommended that training at the tertiary level and in practice is carried out where the ideological consequences of inclusive education and other pedagogical frameworks are presented.
While the quantitative study showed that a large part of the sample population is of the opinion that inclusive education is not important in the case of specific subject and knowledge groups and practices, it did not investigate what kind. Perhaps development in these areas would encourage inclusive education practices in those areas where the greatest opposition lies. For inclusive education to succeed, there must be a measure of flexibility for educators to effectively change teaching practices and assessments in order to address barriers to the teaching and learning needs of all students.
Conclusion
Parents' experience of their rights in the implementation of inclusive education in South Africa [Article]. Ecological aspects influencing the implementation of inclusive education in mainstream primary schools in the Eastern Cape, South Africa. Inclusive Education in South Africa and the Developing World: The Quest for an Inclusive Pedagogy.
The progress of inclusive education in South Africa: Teachers' experiences in a selected district, KwaZulu-Natal. In both phases, all participants were generally quick to define inclusive education according to the central principles of the Constitution as enshrined in the education legislation and White Paper 6.p.528. In both phases, all participants were generally quick to define inclusive education according to the central principles of the Constitution as enshrined in the education legislation and White.
According to some teachers in the study, equal access to a single inclusive education system is necessary, but the inequalities of the past need to be addressed. To find out how these views are related to the understanding of inclusive education as an ideologically rooted pedagogy.
NWU Gatekeeper approval
The implementation of inclusive education in South Africa: reflections emerging from a workshop for teachers and. The idealism of education policy and the reality in schools : the implementation of inclusive education in South Africa. The right to inclusive education in South Africa: Recreating apartheid for the disabled through failed integration policies.
An analysis of the South African model of inclusive education in relation to social justice. Attitudes of district officials of the Department of Education towards Inclusive Education in South African primary schools. Teachers' perceptions of education support structures in the implementation of inclusive education in South Africa.
