In keeping with international trends in education, South Africa has embraced inclusive education as the
means by which diverse learners, including those who experience barriers to learning, should be
educated. Premised on the need for schools to change and become responsive to diverse learners by
offering the support necessary for access and participation, inclusion is beginning to be realised in South
African schools. Independent schools comprise a small but significant sector in South African
education, and, despite not having access to state resources, are implementing inclusive education. This
study investigates the schools belonging to the oldest and largest independent schools' association, the
Independent Schools' Association of Southern Africa (ISASA) to establish the extent to which learners
who experience barriers to learning are included in ISASA schools and the practices that facilitate their
inclusion.
Data gathered from a self-administered questionnaire completed by principals of ISASA schools reveals
that the majority of ISASA schools include at least some learners who experience intrinsic or extrinsic
barriers to learning. The most common intrinsic barriers are AD(H)D and learning disability and the
most common extrinsic barriers are family problems and language barriers. Support for these learners is
provided at school-wide and classroom level through the implementation of various inclusive practices
that have been described in the international literature on inclusion and in local policy and guideline
documents. These include developing policies that guide the support of learners who experience barriers
to learning; ensuring that personnel are available to provide appropriate support; harnessing support for
learners, their parents and teachers both from within the school and from the wider community; ensuring
wheelchair access and employing classroom and other strategies that facilitate access and participation.
ISASA schools differ in the extent to which they are inclusive. A few are not inclusive at all, but most
are showing progress and commitment to inclusion. In so doing, these schools are implementing
ISASA's Diversity and Equity Policy that requires member schools to be inclusive of learners who
experience barriers to learning wherever this is feasible educationally, and also realising Constitutional
values of equality, dignity and freedom of discrimination. / Educational Studies / D. Ed. (Inclusive Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/783 |
| Date | 30 June 2006 |
| Creators | Walton, Elizabeth Lockhart |
| Contributors | Nel, N.M. (Dr.), Hugo, Anna Johanna, 1947- |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (vii, 259 leaves : ill.) |
Page generated in 0.0013 seconds