Towards an Ideal Framework of Education Support Services for Learners With Special Education Needs at Basic Education Level in Lesotho

2022 ◽  
pp. 258-269
Author(s):  
Paseka Andrew Mosia
Keyword(s):  
Inclusive Education ◽  
Basic Education ◽  
Policy Framework ◽  
Suitable Model ◽  
Ministry Of Education ◽  
Learning And Development ◽  
Barriers To Learning ◽  
Policy And Practice ◽  
Education Support ◽  
Ideal Framework

This chapter explores a suitable model within which an efficient education support can be developed to promote inclusive education in Lesotho. It highlights the gaps and challenges in the policy framework of the Ministry of Education and Training which have bearing on education support. In 2009 the Ministry developed the Curriculum and Assessment Policy. In order to realize the ideals of the curriculum which include the need for learners to work efficiently, independently, use technology, and communicate efficiently, the Ministry develops work plans that operationalize the ideals. In this regard, the current policy and practice contexts must be evaluated for the extent to which they enhance or impede education support of learners facing barriers to learning and development.

Towards an Ideal Framework of Education Support Services for Learners With Special Education Needs at Basic Education Level in Lesotho

2019 ◽  
pp. 59-77
Author(s):  
Paseka Andrew Mosia
Keyword(s):  
Inclusive Education ◽  
Basic Education ◽  
Policy Framework ◽  
Suitable Model ◽  
Ministry Of Education ◽  
Learning And Development ◽  
Barriers To Learning ◽  
Policy And Practice ◽  
Education Support ◽  
Ideal Framework

This chapter explores a suitable model within which an efficient education support can be developed to promote inclusive education in Lesotho. It highlights the gaps and challenges in the policy framework of the Ministry of Education and Training which have bearing on education support. In 2009 the Ministry developed the Curriculum and Assessment Policy. In order to realize the ideals of the curriculum which include the need for learners to work efficiently, independently, use technology, and communicate efficiently, the Ministry develops work plans that operationalize the ideals. In this regard, the current policy and practice contexts must be evaluated for the extent to which they enhance or impede education support of learners facing barriers to learning and development.

Developing inclusive policy and practice in diverse contexts: A South African experience

2010 ◽  
Vol 31 (6) ◽  
pp. 631-643 ◽  
Author(s):  
Berenice Daniels
Keyword(s):  
South Africa ◽  
South African ◽  
School Psychologists ◽  
Inclusive Education ◽  
White Paper ◽  
National Commission ◽  
Barriers To Learning ◽  
Policy And Practice ◽  
Inclusive Policy ◽  
Education Support

Pre-1994, South Africa was a country riddled with inequality and discrimination stemming from the policy of ‘apartheid’. Since 1994, there have been considerable efforts made to enable the country to move toward becoming non-racial and democratic, with a culture of human rights and social justice. One of the primary tasks of the new democratically elected government was a reform of the education system. Specialized Education was initially neglected, but then in 1996 a National Commission was appointed to investigate Special Needs in Education and Education Support Services, of which the author was one of the co-ordinators. The timeline for the full implementation of the resulting White Paper 6 on Inclusive Education is 20 years. Inclusive Education in South Africa aims to meet the needs of all learners by addressing barriers to learning, welcoming diversity and fostering maximum participation by all in the culture of the school. This article, based on the author’s experience, will discuss the challenges for implementation of the policy in one of the South African districts which field-tested the recommendations in White Paper 6, a district with diverse contexts, the emerging promising practice, and the implications for specialized support professionals, in particular the role of school psychologists.

scholarly journals Madhumita Puri and George Abraham (eds.). Handbook of Inclusive Education for Educators, Administrators, and Planners: Within Walls, Without Boundaries. New Delhi: Sage Publications, 2004. 309 pages. Paperback. Indian Rs 450.00.

2003 ◽  
Vol 42 (3) ◽  
pp. 280-281
Author(s):  
Samina Nazli
Keyword(s):  
Inclusive Education ◽  
Basic Education ◽  
New Delhi ◽  
Access To Education ◽  
Disabled Children ◽  
Barriers To Learning ◽  
Human Right ◽  
Learning Success ◽  
Strategic Approach ◽  
Common Goals

The book is a manual aimed at educators, administrators, and planners involved in dealing with disabled children. Although education is considered to be a basic human right, yet according to UNICEF some 113 million children have no access to education. For disabled children, “only 1 in every 50 children with disability has access to education” (p. 18). The manual has been organised in three parts. Part I is basically a bird’s eye view of Inclusive Education. The term is defined on page 25 of the book in the following words: “Inclusive education is concerned with removing all barriers to learning, and with the participation of all learners vulnerable to exclusion and marginalisation. It is a strategic approach designed to facilitate learning success for all children. It addresses the common goals of decreasing and overcoming all exclusion from the human right to education, at least at the elementary level, and enhancing access, participation, and learning success in quality basic education for all”.1

scholarly journals The management of inclusive education in the four selected junior primary schools in the Empangeni district, KwaZulu-Natal

2013 ◽  
Author(s):  
◽  
Happy Maureen Majola
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Education And Training ◽  
White Paper ◽  
Training System ◽  
Learning And Development ◽  
Barriers To Learning ◽  
Special Needs Education ◽  
And Training

This study investigated the management of inclusive education in the four selected junior primary schools in the Empangeni District, KwaZulu-Natal. Despite the fact that the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System was released in 2001, aiming at providing quality education for all learners, the implementation and management of inclusive education in schools still remain a challenge. This research, therefore, investigated possible challenges and suggested solutions that could be used for the effective implementation and management of inclusive education in schools. This study was conducted to answer the following questions: i. What are the challenges at school level that delay the implementation of inclusive education? ii. What skills do teachers and principals have or acquired in order to identify and support learners who experience barriers to learning and development? iii. What are the teachers’ perceptions regarding the inclusion of learners who experience barriers to learning and development? iv. Does our education system provide teachers with relevant training to meet the challenges that come with inclusive education? An ethnographic research was conducted in four junior primary schools at the Empangeni District, KwaZulu- Natal to find out what happens in their school setting. Fifteen foundation phase teachers from four junior primary schools, four principals and six final year university student teachers participated in the study. The findings of data collected from teachers, principals and student teachers regarding their views on inclusion of learners who experience barriers to learning were used to make recommendations. The findings from the study revealed the need for schools to effectively implement the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System (2001). Inclusion of learners who experience barriers to learning and development is an international initiative, which aims to provide quality education for all learners. The success of inclusion is based on the adoption and implementation of the international, national and provincial inclusive education policies, declarations and guidelines. In this study, it became evident that there is a shortage of teachers who have specialization in Special Education: Barriers to Learning. In- service teacher training and special education element should be included in all courses of initial teacher training. Ongoing professional development of teachers on inclusive education issues is also crucial. Teachers need to be provided with necessary skills to identify developmental delays and barriers to learning early. This study highlighted the importance of the establishment of the functional support structures, Institutional Level Support Team and District Based Support Team so that inclusive education is effectively managed in the education system. Provision of skills that will assist teachers to provide relevant support to learners who experience barriers to learning, lies on the existence of the support structures. The findings also revealed that schools or any other stakeholder cannot address barriers to learning in isolation. Linkages with Tertiary Institutions, Department of Health, Department of Social Development, Non-Governmental Organizations, parents/ caregivers and teacher unions need to be prioritized, in order to ensure that diverse needs of learners are met and barriers to learning and development are addressed. The positive response from the National Department of Education to the international initiatives for promoting single inclusive education system that is responsive to the diverse needs of all learners, resulted to the release of the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System in 2001. The need to close the gap between theory outlined in all the policies and guidelines that promote inclusive education and practice becomes evident in this study. The management of inclusive education in schools, therefore requires the School Management Team to facilitate, amongst other things, human resource development and establishment of the Institutional Level Support Team.

scholarly journals Implementasi Pembelajaran Inklusif di SD Pelita Bangsa Global Islamic School (GIS) Tangerang Selatan

Jurnal Qiroah ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 91-122
Author(s):  
Itsam Samrotul Fuadah ◽  
Esi Hairani
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Basic Education ◽  
Arabic Language ◽  
Ministry Of Education ◽  
Students With Special Needs ◽  
Islamic School ◽  
Descriptive Research ◽  
Analysis Technique ◽  
Inclusive Learning

In this study the researchers attempted to investigate, find, describe, and explain how SD Pelita Bangsa Global Islamic School (GIS) implements inclusive education learning properly so that the school's existence is still good until now, even more than 2 prospective students with special needs per year who list and want to go to school at the school and the majority of all students with special needs are complete until grade 6. The research uses descriptive research with the data analysis technique model of Miles and Huberman, namely the analysis consists of three flow activities that occur simultaneously, namely: data reduction, data presentation, withdrawal . The results of this study indicate that SD Pelita Bangsa GIS has attempted to plan lessons, especially in Arabic language subjects that are appropriate for students with special needs as described in the General Guidelines for the Implementation of Inclusive Education by the Directorate of PPK-LK Basic Education, Ministry of Education and Culture in 2014 Then, the implementation of inclusive learning, especially in Arabic subjects at SD Pelita Bangsa GIS, has been done well. And lastly, SD Pelita Bangsa GIS has carried out relevant assessments and reports of what schools implementing inclusive programs should do.

Developing Inclusive Schools in South Africa

2018 ◽  
Author(s):  
Petra Engelbrecht
Keyword(s):  
South Africa ◽  
South African ◽  
Inclusive Education ◽  
Education System ◽  
Learning Needs ◽  
Learning And Development ◽  
Barriers To Learning ◽  
Diverse Learning ◽  
Wide Range ◽  
Inclusive Schools

In South Africa, new legislation and policies on inclusive education in the post-apartheid era since 1994 have placed a strong emphasis on equity, equality, and human rights, as defined in the South African Constitution. As a result, a White Paper on building an inclusive education and training system was published in 2001. It acknowledges the failure of the education system to respond to the barriers to learning and development experienced by a substantial number of learners, including diverse learning needs caused by, for example, language, socioeconomic, or gender issues as well as disabilities. This policy document describes inclusive education as being based on the ideals of equity and equality and as a result recognizing and respecting learner and learning diversity within mainstream schools. As stated in the policy, in practice this means identifying and removing barriers in the education system to ensure that the full range of diverse learning needs are met in mainstream classrooms as well as providing support to learners and teachers in addressing barriers to learning and development. Research studies on the implementation of inclusive education in South Africa, however, are finding that despite the development of a wide range of implementation guidelines since 2007, complex interrelated issues continue to complicate the development of successful inclusive schools. These issues include a continued divergence of views of inclusive education with a continuing strong belief in special education and separate educational settings by most teachers, therefore leading to a resultant lack of clarity regarding the implementation of inclusive education at the level of local practice in schools and classrooms. These differences in the understanding of inclusive education and its enactment in diverse school contexts also bring the question of power and agency into South African debates about inclusive education: who should decide which version of inclusive education should be the goal of the development of inclusive education in a specific school district or a specific school. Furthermore, contextual issues including the lack of financial and human resources, for example effectively trained teachers, effectively functioning district educational support teams for schools in specific school districts, lack of textbooks, and overcrowded classrooms, play a dominant role in the development of effective inclusive schools.

scholarly journals Developing inclusive education in Portugal: Evidence and challenges

Prospects ◽  
2020 ◽  
Vol 49 (3-4) ◽  
pp. 281-296
Author(s):  
Ines Alves ◽  
Paula Campos Pinto ◽  
Teresa Janela Pinto
Keyword(s):  
Teacher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Statistical Data ◽  
System Level ◽  
Policy Framework ◽  
Education For All ◽  
Policy And Practice ◽  
Children And Young People ◽  
Curriculum And Pedagogy

AbstractThis article assesses evidence of and challenges to the development of inclusive education in Portugal, which is built on three pillars: access to, participation in, and achievement in education for all children and young people. It presents an overview of the present policy framework, followed by an analysis of available statistical data on Portuguese students with disabilities in mainstream schools. The article also discusses significant achievements at the policy and practice levels, namely the attempt to align curriculum and pedagogy and the presence of almost 100% of students with disabilities in mainstream schools. It also considers challenges, such as the issue of monitoring achievement (both at the student and system level) and investments in the system and in teacher education.

scholarly journals The Functions of SBST and DBST in South African Primary Schools

2020 ◽  
Vol 5 (7) ◽  
pp. 1243-1248
Author(s):  
Sefudi Isaac Nong
Keyword(s):  
South African ◽  
Inclusive Education ◽  
Primary Schools ◽  
Research Policy ◽  
Barriers To Learning ◽  
Policy And Practice ◽  
Inadequate Knowledge ◽  
Short Period ◽  
Proper Training ◽  
Inclusive Schooling

This research focuses on the functions of the SBST and DBST in supporting the teachers to address the challenges they face in teaching inclusive education in South African primary schools. In some instances, inclusive education seeks to identify and dismantle barriers to education faced by all the learners, so that they can have access to quality education. Furthermore participate effectively in class and achieve optimal academic outcomes at school. Although inclusive education has developed and established itself as field of educational research, policy and practice in a relatively short period of time as stated some of the literatures. There is inadequate knowledge and lack of skills in supporting teachers involved in teaching inclusive education and there has been no proper training for those teachers. The collected data has revealed some of the frustrations and challenges experienced by teachers who need support in teaching learners inclusive education. Teachers in South African public primary schools have been assigned to teach classes that include learners with special needs, in a regular classes as emphasised by Whitepaper 6. Over and above, this move requires positive experiences and the support of inclusive schooling, otherwise teachers are unlikely to succeed in teaching inclusive classes (Ernst and Rogers, 2009Guskey, 2002). In responding to what is perceived unjust for these learners experiencing barriers to learning and the teachers involved in teaching inclusive education, this paper attempts to chart the relationship and functions of SBST and DBST as a means for analysing the weakening support offered to inclusive education.

Special Education in Kenya

2018 ◽  
Vol 54 (3) ◽  
pp. 181-188 ◽  
Author(s):  
Elisheba W. Kiru
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Policy Framework ◽  
Special Education Services ◽  
Cultural Perceptions ◽  
Disability Awareness ◽  
Special Needs Education

Access to basic education for all students is an essential goal for many countries around the world. Also, as worldwide calls for providing inclusive education continue to intensify, access to basic education for many students with disabilities in Kenya remains a pervasive challenge. Large class sizes, inadequate funding, limited teacher training, cultural perceptions, and lack of disability awareness exacerbate this challenge. In 2009, the Kenyan government put forth a national Special Needs Education policy framework that provides comprehensive strategies and policies to improve services for people with disabilities. Creating advocacy and awareness, revamping the curriculum, incorporating technology, providing teacher training, and improving data collection are some of the recommendations included in the policy framework to enhance special education services and facilitate inclusive practices.

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