Inclusive Education in South Africa and the Developing World : The Search for an Inclusive Pedagogy.

Front Cover -- Inclusive Education in South Africa and the Developing World -- Copyright Page -- Dedication -- Contents -- Foreword -- Acknowledgements -- Chapter 1 Inclusive Education in the Developing World -- 1.1. Why Inclusive Education is Important to Developing Contexts -- 1.2. What are Developing Countries? -- 1.3. South Africa -- 1.4. Developing Countries -- 1.5. Ethiopia -- 1.6. Tanzania -- 1.7. Zanzibar -- 1.8. Swaziland -- 1.9. Botswana -- Chapter 2 The History of Special Education and the Challenges for Inclusive Education -- 2.1. Introduction -- 2.2. Profile of Learners and the Need for an Inclusive Curriculum -- 2.3. The Expectation of Post-apartheid Schooling in an Inclusive Setting -- 2.4. Wrong Diagnosis of Poor Children -- 2.5. The Need for a Critical Pedagogy and a Rights Model -- 2.6. The History of Special Education and Its Influence on Thinking and Practice -- 2.7. Phase 1: Absence of Provision (18th-19th Century) -- 2.8. Phase 2: White-dominated Provision, and the Important Role of the Church (Late 19th Century-1963) -- 2.8.1. Stage 1: Church and Private Provision, and the Racist Nature of the State -- 2.8.2. Stage 2: Development of Tests as a Precursor to Institutional Special Education and Education Support Services -- 2.8.3. Stage 3: The Genesis of the Medical Model -- 2.9. Phase 3: 'Separate Development' and Its Impact on Special Education and Education Support Services (1963-1994) -- 2.9.1. Stage 1: The Evolution of the Concept 'Education Support Services' -- 2.9.2. Stage 2: Segregated Education Departments Take Control of Special Education and Education Support Services Provision -- 2.9.3. Stage 3: The Bantustan or 'Homeland' Phase -- 2.9.4. Stage 4: The New Democracy -- 2.10. A Way Forward in Departing from the History of Special Education -- 2.11. Conclusion -- Chapter 3 Changing Consciousness -- 3.1. Introduction.

3.2. The International Influence -- 3.3. Rights Issues Embedded in the Policy Environment in the New South Africa -- 3.4. Translating Inclusive Education into Reality -- 3.4.1. Anatomy of a Paradigm Shift -- 3.4.1.1. A Medical Discourse -- 3.4.1.2. A Charity Discourse -- 3.4.1.3. A Lay Discourse -- 3.4.1.4. A Human Rights Discourse -- 3.5. Facilitating National-Provincial Collaboration -- 3.6. Representation in Policy Development -- 3.7. Fiscal Constraints -- 3.8. Large Classes -- 3.9. Possibilities of Inclusive Education -- 3.9.1. Introduction -- 3.9.2. Definitional Issues: Recommendations of the NCSNET and NCESS -- 3.9.2.1. Assessing Situational Variables in the Regular Classroom -- 3.9.2.2. Modifying the Student's Work and Study Skills -- 3.9.2.3. Considering Locus of Control -- 3.9.2.4. Identifying Probable Areas of Difficulty -- 3.9.2.5. Preparing Regular Education Teachers -- 3.10. Evidence of Inclusive Education in Developing Countries -- 3.11. Role of Special Schools -- 3.12. Curriculum -- 3.13. Time -- 3.14. Modalities -- 3.15. High Expectation Principle -- 3.15.1. Education White Paper 6 -- 3.16. Conclusion -- Notes -- Chapter 4 The Education Landscape of Developing Countries and the Need for the Ideology of Inclusive Education: Barriers to... -- 4.1. What Does Research Tell Us about Children Who are Traumatised? -- 4.2. The Challenge -- 4.3. Inclusive Education -- 4.4. A New Framework for Teaching and Learning -- 4.5. Socio-economic Barriers -- 4.6. Disability as a Barrier -- 4.7. Language and Communication -- 4.8. Lack of Parental Recognition and Involvement -- 4.9. Negative Attitudes -- 4.10. Inadequate Programme-to-Work Linkages -- 4.11. Conclusion -- Chapter 5 Practical Recommendations for Developing an Inclusive Education System -- 5.1. Introduction -- 5.2. What is a 'Full-service School'? -- 5.2.1. Definition.

5.2.2. Ethos and Principles of Full-service Schools -- 5.2.3. What Would Full-service Schools Look Like? -- 5.2.4. The Role of Full-service Schools -- 5.2.4.1. Site-based Support -- 5.2.4.2. Full-service Schools Supporting Neighbouring Schools -- 5.2.4.3. The Relationship between Full-service Schools and Resource Centres -- 5.2.4.4. Collaboration with District Support Teams -- 5.3. What is Institutional Development? -- 5.3.1. Creating Inclusive Cultures -- 5.3.2. Producing Inclusive Policies -- 5.3.3. Evolving Inclusive Practices -- 5.4. 10 Steps of Institutional Development -- 5.4.1. Develop a Common Philosophy and Strategic Plan -- 5.4.2. Provide Strong Leadership -- 5.4.3. Promote Cultures that Welcome, Appreciate and Accommodate Diversity -- 5.4.3.1. Institutional Culture -- 5.4.3.2. Physical Access and Safety -- 5.4.4. Develop Support Networks -- 5.4.4.1. Interactive Support Network -- 5.4.4.2. Care Givers and Families -- 5.4.4.3. Community -- 5.4.4.4. Stakeholders -- 5.4.5. Ensure Accountability -- 5.4.5.1. Roles of Different Stakeholders -- 5.4.6. Build Capacities -- 5.4.6.1. Institutional Development Principles -- 5.4.6.2. Training for all Staff and Various Stakeholders -- 5.4.6.3. Training for Senior Staff and the School Management -- 5.4.6.4. Training for Community Partners -- 5.4.6.5. Training for Educators -- 5.4.6.6. Training for the School-based Support Team -- 5.4.7. Maintain Flexibility -- 5.5. Conclusion -- Bibliography -- Index.

This book offers a framework for the implementation ofinclusive education in developing countries. It proposes bringing the vulnerable to the centre of planning decisions, recognising the history of special education inpsychologizing failure, and that mainstream must own the transformation to inclusive education.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.