Mini-thesis submitted in partial fulfillment of the requirements for the
degree of Master of Education (Educational Psychology) in the Department
of Educational Psychology and Special Education at the University of
Zululand, 2006. / Inclusive Education is very much in its infancy stage in South Africa and therefore a lot
of research still needs to be conducted in this area. In an attempt to find answers. many
questions are being asked about this topic.
The present study is one of those attempts. It is an effort to investigate what was provided
in terms of training and support to mainstream educators in an inclusive educational
setting in two schools which participated in the SCOPE Project in the Mpumalanga
Department of Education. These educators were all subjected to a two-week training
programme before commencement of the project. The researcher embarked on a search to
establish whether the educators believed the training and support that they received was
effective.
Various studies. both local and abroad. suggest that training and support are the two
issues that the majority of mainstream educators are most concerned about. when it
comes to the implementation of inclusive education.
The researcher specifically puts aspects like pre-service training. inservice training and
continuous professional development (CPD) under the spotlight. with reference to
training.
With reference to the issue of support. a closer look is taken at classroom support.
professional collaboration and peer support, in order to get a clearer understanding of
what is needed in this regard.
Lastly. the researcher also looked at the skills that can act as a "minimum requirement'ยท
for the successful implementation of inclusive education in South African schools.
Data were collected through the administration of a questionnaire. The main findings
revealed that the majority of educators believed that the training. support and skills they
received in preparation for the SCOPE were effective.
The results were quite surprising. given the fact that on an international level. Most
educators were still mostly concerned about training and support. the very issues under
scrutiny in present study. This may be due to the fact that the sample was relatively small.
In the same vein the study reveals significant food for thought e.g. integration of preservice
and inservice training programmes, as well as value of continuous professional
development. In addition the researcher identify parental involvement and collaboration
between special and mainstream schools as key focus areas. especially within the South
African context. where the National Department of Education has embarked on a twenty-year roll out plan. for the implementation of inclusive education in all South African
schools.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/72 |
| Date | January 2006 |
| Creators | Persence, Charles Andrew |
| Contributors | Nzima, D.R., Sibaya, P.T. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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