scholarly journals Structural modification challenges facing the implementation of inclusive education policy in public secondary schools in Tharaka-Nithi County

2020 ◽  
Vol 12 (2) ◽  
pp. 147-158
Author(s):  
Ruguru Ireri Bibiana ◽  
King’endo Madrine ◽  
Wangila Eric ◽  
Thuranira Simon
Keyword(s):  
Education Policy ◽  
Secondary Schools ◽  
Inclusive Education ◽  
Structural Modification ◽  
Inclusive Education Policy

scholarly journals Evaluation of the Application of an Inclusive Education Policy on Screening, Identification, Assessment and Support of the Learners at Schools in South Africa

2022 ◽  
Vol 10 (1) ◽  
pp. 11-24
Author(s):  
Mantheme Florina Matolo ◽  
Awelani M Rambuda
Keyword(s):  
Education Policy ◽  
Secondary Schools ◽  
Inclusive Education ◽  
Focal Point ◽  
Survey Design ◽  
Sampling Technique ◽  
Research Approach ◽  
Policy Document ◽  
Significant Difference ◽  
Inclusive Education Policy

The aim of this research was to evaluate the application of an inclusive education policy on screening, identification, assessment and support of learners (SIAS) policy at South African schools. The research explores how educators screen, identify, and assess barriers to learning as well as support learners with barriers. The variables on the screening, identification, assessment and support of learners were chosen as a focal point of this study mainly because they were all variables contained in the policy which must be mastered by the educators during the policy application. A survey design of quantitative research approach was followed. Document analysis of the SIAS 2014 policy document was done over the target population of educators in primary and secondary schools. A simple random sampling technique was used to select 320 male and female respondents from both primary and secondary schools. The quantitative data were collected using a seven-point semantic differential scale which elicited responses from a total of 250 educators. Descriptive statistics were used to analyze data on the educators’ responses about the extent to which they implemented the inclusive education policy. Statistical data revealed that the implementation of the policy was modest. Educators do not effectively use the screen resources such as the learner profile to screen barriers and the Support Needs Assessment 1 is not effectively used to identify and assess the barriers experienced by learners. As a result, support of learners was found to be inadequate. An independent-samples t-test revealed that there was statistically significant difference between the means of primary and secondary schools in the application of SIAS 2014 policy. This research recommends that the teacher training institutions should capacitate aspiring educators about inclusive education policies such as the SIAS 2014 policy rationale, principles, and how the policy is to be effectively implemented at schools.

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

A case for rethinking inclusive education policy creation in developing countries

2016 ◽  
Vol 46 (6) ◽  
pp. 906-928 ◽  
Author(s):  
Jennifer Duke ◽  
Hitendra Pillay ◽  
Megan Tones ◽  
Julie Nickerson ◽  
Suzanne Carrington ◽  
...  
Keyword(s):  
Developing Countries ◽  
Education Policy ◽  
Inclusive Education ◽  
Inclusive Education Policy

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.

scholarly journals La Educación Inclusiva como un derecho humano

2019 ◽  
pp. 24-31
Author(s):  
Eliseo Guajardo-Ramos ◽  
Fanny Elizabeth Corral-Carteño ◽  
Laura Padilla-Castro ◽  
Alma Janeth Moreno-Aguirre
Keyword(s):  
Quality Of Life ◽  
Education Policy ◽  
Inclusive Education ◽  
Human Right ◽  
International Agencies ◽  
Inclusive Education Policy ◽  
Educational Inclusion ◽  
The Impact ◽  
Over Time

The interest of many scholars in the field of education to contribute to the task of moving from an educational inclusion policy towards an inclusive education policy involves aspects that go beyond recognizing the issues being addressed. At first, it represents the identification and analysis of the contributions of experts who have problematized on the different contexts surrounding the issue of inclusion in education for several decades. Proposals, initiatives and actions derived from each of the different scenarios mentioned, both by national and international agencies over time, have laid the foundations for inclusive education to approach its consolidation as a fundamental human right. At the same time, the impact of the results of an inclusive education for the benefit of the quality of life of those who have identified themselves as socially violated subjects over time is analized.

scholarly journals Exploring Teachers' perceptions of the Implementation of Inclusive Education in a Regular Primary School: A Papua New Guinea Study

2021 ◽  
Author(s):  
◽  
Jenny Apurel Mambo
Keyword(s):  
Education Policy ◽  
Primary School ◽  
Papua New Guinea ◽  
Inclusive Education ◽  
New Guinea ◽  
Head Teacher ◽  
Policy And Practice ◽  
Teachers Perceptions ◽  
Study Approach ◽  
Inclusive Education Policy

<p>The purpose of this study was to investigate teachers‟ perceptions of the implementation of inclusive education in one regular primary school in the Southern Highlands Province of Papua New Guinea. The school was made up of twenty-five teachers and an estimate of 350 students. However only twenty teachers participated in the study. The twenty teachers were composed of one head teacher, one deputy head teacher, two senior subject teachers, five senior teachers and eleven classroom teachers. It was a qualitative study using a case study approach. The data were gathered through questionnaires, individual interviews, focus group interviews, and document analysis. The results of this study showed that (i) teachers were not fully aware of inclusive education policy and practice, (ii) poor implementation of inclusive education policy was due to lack of appropriate training and professional development, (iii) inclusive education needs to be funded separately by all levels of government.</p>

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