Session 4: Inclusive Education | Learning Challenges faced by Blind Students at a Historically Disadvantaged South African University

2014 ◽  
Author(s):  
Clever Ndebele ◽  
Gadisi Milton
Keyword(s):  
South African ◽  
Inclusive Education ◽  
Learning Challenges ◽  
Historically Disadvantaged ◽  
Blind Students

scholarly journals Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach

2020 ◽  
Vol 10 (2) ◽  
pp. 135 ◽  
Author(s):  
Bekithemba Dube
Keyword(s):  
South Africa ◽  
Online Learning ◽  
South African ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Participatory Action ◽  
Left Behind ◽  
Learning Challenges ◽  
Mode Of Life ◽  
Learning Management

This paper discusses the challenges faced by rural learners in South Africa in the context of the world pandemic commonly known as COVID-19. Rural learners face unprecedented challenges in adjusting to a new mode of life and learning, the latter being characterised by the predominant use of online, learning management systems and low-tech applications. The paper is informed by critical emancipatory research, I used participatory action research. A total of 10 learners and five teachers participated via Whatsapp. The paper answers two questions: what are the learning challenges faced by rural learners in South Africa, and how can online learning be enhanced in the context of COVID-19? The findings suggest that, while the South African government is promoting online learning as the only alternative in the context of COVID-19, this mode excludes many rural learners from teaching and learning, due to a lack of resources to connect to the internet, the learning management system, and low-tech software. The paper argues that rural learners are critical stakeholders in education and in the fight against COVID-19, and they cannot be left behind in efforts to fight the pandemic. 

scholarly journals Inclusive education policy provision in South African research universities

2018 ◽  
Vol 33 (3) ◽  
pp. 349-373 ◽  
Author(s):  
Maria Ramaahlo ◽  
Kerstin Monika Tönsing ◽  
Juan Bornman
Keyword(s):  
Education Policy ◽  
South African ◽  
Inclusive Education ◽  
Research Universities ◽  
Inclusive Education Policy

scholarly journals Inclusive Education at a South African University: Awakening the Sensitivities and Democratic Consciousness of Pre-Service Teachers

2020 ◽  
Vol 9 (5) ◽  
pp. 158
Author(s):  
Cina P. Mosito ◽  
Toyin Mary Adewumi ◽  
Charlene Nissen
Keyword(s):  
Learning Environment ◽  
South African ◽  
Inclusive Education ◽  
Barriers To Learning ◽  
Curriculum Differentiation ◽  
Regular Classrooms ◽  
Education Training ◽  
Higher Purpose

One of the chief goals of inclusive education is to provide pre-service teachers with a learning environment and prospects that enable them to become independent, responsible and critical educators. This study sought to determine how pre-service teachers at a South African university experienced inclusive education training. A purposeful sample of 6 pre-service teachers was selected. Data were collected using open-ended questionnaires which were exploratory in nature, and then analysed thematically. Findings showed inter alia that studying inclusive education proved to be an “eye opener”: students were enlightened to various aspects of being an educator: (i) curriculum differentiation, (ii) diversity, (iii) learners’ rights and (iv) the fact that learners experiencing various barriers to learning can be accommodated successfully in  regular classrooms. It was revealed that studying inclusive education allowed pre-service teachers to appreciate the scope, value and higher purpose of teaching. The study shows that awareness of inclusive education enriches the training of pre-service teachers in South African schools.

scholarly journals The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools

2015 ◽  
Vol 5 (1) ◽  
pp. 23 ◽  
Author(s):  
Anna-Marie Wium ◽  
Brenda Louw
Keyword(s):  
South African ◽  
Inclusive Education ◽  
School Curriculum ◽  
White Paper ◽  
Main Stream ◽  
Close Collaboration ◽  
Barriers To Learning ◽  
Roles And Responsibilities ◽  
National School

This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs is presented from the learners’ perspective within the context of the curriculum. An example of teacher support through the response to intervention (RTI) approach is described.

Rethinking gifted education in South Africa

2016 ◽  
Vol 33 (3) ◽  
pp. 273-285
Author(s):  
Marietjie Oswald ◽  
Erika Rabie
Keyword(s):  
South Africa ◽  
Education Policy ◽  
South African ◽  
Inclusive Education ◽  
Gifted Students ◽  
Academic Experiences ◽  
Structured Interviews ◽  
Collective Case Study ◽  
Social Challenges ◽  
Inclusive Education Policy

In this article, we report the findings of a qualitative, collective case study exploring the academic experiences of six grade 11 gifted students in two schools in diverse socio-economic communities in rural Western South Africa. Gifted students represent an important component of a nation’s intellectual capital. They possess the qualities needed to find innovative solutions for many scientific and social challenges. Despite inclusive education policy initiatives aimed at ensuring quality education for all, the extant research indicates that gifted students from all socio-economic levels and cultures are neglected in South African classrooms. In this study, the voices of the students themselves were analysed. Whilst they are on the receiving end of education policy and teaching initiatives, their contributions are seldom sought. Our data collection methods included multiple measures and six in-depth individual semi-structured interviews as well as a focus group interview with all the subjects. The informal findings showed that academically gifted students from both affluent and disadvantaged backgrounds face similar challenges. They often feel neglected and academically under-stimulated. Recommendations were made to address their needs more appropriately.

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