Inclusive Education is an ideal currently being sought after and being realised in different
ways in different countries across the globe. The Constitution of South Africa (RSA
1996a) paved the way for democracy and the accommodation of diversity. These
principles also formed the foundation for the formulation of a distinctive policy for South
Africa regarding inclusive education that was accepted in 2001. Inclusive education is,
therefore , a reality that school managers must progressively deal with on a daily base.
The predicament, however for the majority of the current school managers, is that they
were trained for, and until now predominantly functioned in, a mainly exclusive education
environment and thus have little or no knowledge regarding inclusivity. This implies that
they are probably not sufficiently empowered to implement inclusive education. Against
this background, the investigation was undertaken in order to describe the role of school
management in the implementation of inclusive education in schools.
A comprehensive literature study was undertaken to encompass relevant international
and national policies. Available literature on the experiences of educators and school
managers across the world were also scrutinised to obtain relevant information. This
was followed by a quantitative investigation amongst school managers of non-inclusive
schools in the Motheo district the Free State aiming at collecting data on the compatibility
of inclusive education with the current status in schools. Finally a qualitative
investigation was undertaken in the Bojanala-West region (in the locality of Rustenburg)
where the inclusive eduation policy has been implemented, to obtain managerial
perspectives from school managers of inclusive schools.
The findings of the investigation were used to make certain recommendations regarding
the role of school managers in the implementation of inclusive education at South African
schools. If these broad directives are followed, any management team, in conjunction
with all other role-players, should be able to facilitate the creation of an inclusive school
environment fit for the unique nature and establishment of their school community to the
advantage of all learners.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ufs/oai:etd.uovs.ac.za:etd-06132005-085514 |
| Date | 13 June 2005 |
| Creators | Jacobs, Lynette |
| Contributors | Prof SM Niemann, Dr ST Brynard |
| Publisher | University of the Free State |
| Source Sets | South African National ETD Portal |
| Language | en-uk |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.uovs.ac.za//theses/available/etd-06132005-085514/restricted/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University Free State or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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