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 Developmental TVET Rhetoric In-Action: The White Paper for Post-School Education and Training in South Africa

2016 ◽  
Vol 3 (1) ◽  
pp. 1-15
Author(s):  
Salim Akoojee
Keyword(s):  
South Africa ◽  
Education And Training ◽  
White Paper ◽  
Training System ◽  
School Education ◽  
Vocational Education And Training ◽  
Development Theory ◽  
Definitive Statement ◽  
The Government ◽  
And Training

This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training approved by Cabinet in November, 2013 is referred to by the Minister as the "definitive statement of the governments vision for the post school system" and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed.

scholarly journals Nordic research on special needs education in upper secondary vocational education and training: A review

2021 ◽  
Vol 11 (1) ◽  
pp. 97-123
Author(s):  
Robert Holmgren ◽  
Gerd Pettersson ◽  
Kristina Ström ◽  
Camilla Björk-Åhman
Keyword(s):  
Vocational Education ◽  
Special Needs ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Student Transition ◽  
Student Dropout ◽  
Practice Level ◽  
Special Needs Education ◽  
And Training

The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018.  Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and student dropout. Themes identified at the organisation level were changes to vocational policy documents and educational practices, and school organisation and its implementation. Finland dominates in terms of number of studies. Furthermore, the review shows that there were few studies in the area of SNE in VET. The results show that further studies are needed to acquire more knowledge about SNE in vocational education.

scholarly journals Nordic research on special needs education in upper secondary vocational education and training: A review

2021 ◽  
Vol 11 (1) ◽  
pp. 97-123
Author(s):  
Camilla Björk-Åman ◽  
Robert Holmgren ◽  
Gerd Pettersson ◽  
Kristina Ström
Keyword(s):  
Vocational Education ◽  
Special Needs ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Student Transition ◽  
Student Dropout ◽  
Practice Level ◽  
Special Needs Education ◽  
And Training

The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018.  Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and student dropout. Themes identified at the organisation level were changes to vocational policy documents and educational practices, and school organisation and its implementation. Finland dominates in terms of number of studies. Furthermore, the review shows that there were few studies in the area of SNE in VET. The results show that further studies are needed to acquire more knowledge about SNE in vocational education.

scholarly journals The Classroom Impact of Trained Special Needs Education Teachers in Selected Schools: An Evaluation Study

2021 ◽  
Vol 6 ◽  
Author(s):  
Imam Yuwono ◽  
John Baptist Okech
Keyword(s):  
Special Needs ◽  
Primary Schools ◽  
Critical Role ◽  
Target Population ◽  
Evaluation Study ◽  
Barriers To Learning ◽  
Large Classes ◽  
Special Needs Education ◽  
Class Room ◽  
Trained Teachers

This study sought to find out factors that influence special needs education trained teachers’ performance in class. It was conducted between January and June 2019, involving a target population which comprised 3 government universal primary schools, with a total of 94 teachers and 2,386 learners. Study samples were selected, involving special needs education teachers (N = 73) and LwDs and OSNs (N = 30). Purposive sampling method was used to choose the required samples. A descriptive study design, involving qualitative approach was used. Open ended questionnaires and interview guides were used for collecting data on the critical role that teachers play in supporting LwDs and OSNs who experience barriers to learning under inclusive setting. One of the findings reveals that class size poses a serious challenge to teachers who are not well trained when they have LwDs and OSNs in large classes. Another finding indicates that teachers face challenges with the way the curriculum is designed—posing challenge to them on how to best handle it. It is also found that teachers face challenge to manage the average class number (teacher-learner ratio). It is also found that class room environment, resources and implementation of policies on education for LwDs and OSNs have both direct and indirect influence on the teachers’ impact in class. Basing on the findings, recommendations were made that: relevant authorities should increase support for teacher training and retraining for LwDs and OSNs. That curriculum modification should be done regularly. Classroom environments need regular improvement to be more disability friendly. Lastly, implementation of policies on disabilities and other special needs should be carried out on regular basis.

The experiences and understandings of the K-13 curriculum implementation of Indonesian teachers of Adapted Physical Education (APE)

2020 ◽  
Vol 42 (3) ◽  
pp. 29-42
Author(s):  
Erick Burhaein ◽  
Beltasar Tarigan ◽  
Diajeng Tyas Pinru Phytanza
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Authentic Assessment ◽  
Primary Teacher ◽  
Basic Knowledge ◽  
Learning And Development ◽  
Ongoing Research ◽  
Special Needs Education ◽  
Scientific Approach ◽  
K 13

The purpose of this study was to illuminate the experiences and understandings of adaptive physical education (APE) teachers in their implementation of the newly introduced K-13 curriculum in special needs schools (SLB) in Indonesia. This research is a replication of previous research (Sigid XXABSTRACT Setiawan, 2018) conducted with primary school physical education (PE) teachers. Twenty-six APE teachers aged 28-39 years (X = 34.04, SD = 3.46) who worked with various disabilities in SLB were involved as participants. Data collected were observations, interviews, and documentation working within a phenomenological framework. Results indicated that teachers’ experiences of the K-13 implementation were focused on (1) the acquisition of basic knowledge and competence, (2) the adoption of the scientific approach, (3) the use of authentic assessment, and (4) awareness of the supporting and inhibiting factors. The understandings arising from these experiences were that: (1) the required knowledge of APE SLB teachers could be found within the supporting government publications; (2) the scientific approach placed systematic student problem solving at its core, and; (3) authentic assessment involves a comprehensive focus on the learning and development of skills, attitudes and knowledge. A comparison of these findings with those of the primary teacher study showed that some of the additional understandings revealed by the Adapted PE teachers reflected some of the specific demands and challenges facing teachers in the context of special needs education. This research should serve as a reference for novice teachers in emphasizing that good K-13 curriculum learning at all levels must involve preparation for its implementation and its assessment. Recommendations for the value of ongoing research of this nature with a broader cohort of teachers are made.

scholarly journals Integrating International Student Mobility in Work-Based Higher Education

2017 ◽  
Vol 21 (2) ◽  
pp. 156-169 ◽  
Author(s):  
Lukas Graf ◽  
Justin J. W. Powell ◽  
Johann Fortwengel ◽  
Nadine Bernhard
Keyword(s):  
Higher Education ◽  
International Student ◽  
Student Mobility ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Current State ◽  
Study Programs ◽  
Incoming Students ◽  
And Training

Dual study programs are hybrid forms of work-based higher education that have expanded very rapidly in Germany—a country traditionally considered a key model in both higher education (HE) and vocational education and training (VET). The continued expansion of these hybrid programs increasingly raises questions if, how, and why they may be internationalized. Although comparative research suggests that this could be challenging due to the uniqueness of the German education and training system, strong forces support internationalization. This study examines the current state and the future prospects of internationalization of such innovative dual study programs by focusing on student mobility, a key dimension of internationalization. We find growing interest in but still relatively little mobility related to dual study programs, whether among German (outgoing) or international (incoming) students. Based on expert interviews and document analysis, we extend existing typologies of student mobility regarding specific features of work-based HE programs. Furthermore, we discuss opportunities—at home and abroad—for increasing student mobility in this rapidly expanding sector.

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