This study reports on the practice of inclusive education in three rural disadvantaged
communities within the Eastern Cape. The research focused on the development of inclusive
educational practices such as teaching, assessment and support in inclusive education.
Recognizing the changing needs in the teaching profession and consequently the changing
needs of both in service and pre-service educators, this project was conceived as providing
an insight into the response of educators to the challenges of inclusive education and the
meanings that these experiences have for educators who have had practical exposure to
inclusive education.
The need to acknowledge barriers which have implications for planning, expectations and
effectiveness of implementing inclusive education in this specific context is acknowledged. In
South Africa direct support service delivery is only to a few advantaged schools and
communities. Learners who are economically and environmentally disadvantaged are
excluded even though they have an equal right to effective support. / Educational Studies / M. A.(Educational Management)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/3211 |
| Date | 06 1900 |
| Creators | Rodolo, Nomangwane Glory |
| Contributors | Coetzer, A.I. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (v, 51 leaves) |
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