Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch027
M. Sithole
Support services are provided to meet student needs. As a result, they are regarded as fundamental to the success of the educational system. There is evidence depicting that, despite remarkable strides in realising inclusive education, in the current form student support services appear to have some shortcomings. The education system's landscape tends to promote a deficit discourse, providing that certain issues, individuals, or groups received more attention than others. This chapter aims to analyse the limitations of the current student support services and suggests the reform of student support in line with the Afrocentric-centred perspective. In response to this ontological and methodological shortcoming, the implied need for advancement of the Afrocentric-centred approach is deeply rooted in the African ethos. In line with the advancement of the Afrocentric perspective, it is recommended that the elements like culture, values, equity, self-identity, social control, and power and education be considered.
{"title":"Student Support","authors":"M. Sithole","doi":"10.4018/978-1-6684-4436-8.ch027","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch027","url":null,"abstract":"Support services are provided to meet student needs. As a result, they are regarded as fundamental to the success of the educational system. There is evidence depicting that, despite remarkable strides in realising inclusive education, in the current form student support services appear to have some shortcomings. The education system's landscape tends to promote a deficit discourse, providing that certain issues, individuals, or groups received more attention than others. This chapter aims to analyse the limitations of the current student support services and suggests the reform of student support in line with the Afrocentric-centred perspective. In response to this ontological and methodological shortcoming, the implied need for advancement of the Afrocentric-centred approach is deeply rooted in the African ethos. In line with the advancement of the Afrocentric perspective, it is recommended that the elements like culture, values, equity, self-identity, social control, and power and education be considered.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126876775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch013
Duduzile Nkomo, B. Dube
All over the world, the growing appreciation of the right to basic education of all learners, including those with special needs, in mainstream schools has attempted to influence the provision of necessary support systems. These support systems usually call for modifications or adaptations in various areas of instruction such as curriculum content, teaching methods, and the physical environment. It is, however, imperative that the education development agenda, particularly targeted at learners in Africa, be premised on the guiding values of ubuntu philosophy. This chapter, therefore, discusses ways in which the unique needs of different learners in an African context can be effectively met through adaptation, accommodation, and modification. Particular attention is mainly given to learners with physical disabilities, intellectual disabilities, visual loss, hearing loss, learning disabilities, emotional and behavioral disorders, communication and speech disorders, chronic illnesses, and those from minority cultural groups.
{"title":"Responding to Learner Needs Through Adaptation, Accommodation, and Modification","authors":"Duduzile Nkomo, B. Dube","doi":"10.4018/978-1-6684-4436-8.ch013","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch013","url":null,"abstract":"All over the world, the growing appreciation of the right to basic education of all learners, including those with special needs, in mainstream schools has attempted to influence the provision of necessary support systems. These support systems usually call for modifications or adaptations in various areas of instruction such as curriculum content, teaching methods, and the physical environment. It is, however, imperative that the education development agenda, particularly targeted at learners in Africa, be premised on the guiding values of ubuntu philosophy. This chapter, therefore, discusses ways in which the unique needs of different learners in an African context can be effectively met through adaptation, accommodation, and modification. Particular attention is mainly given to learners with physical disabilities, intellectual disabilities, visual loss, hearing loss, learning disabilities, emotional and behavioral disorders, communication and speech disorders, chronic illnesses, and those from minority cultural groups.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123894640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch008
M. Dube
The importance of resources for inclusive education of learners with disabilities cannot be overemphasised. For inclusive education to be realised, the provision of resources for learners with disabilities remains cardinal. This chapter discusses the provisioning of resources for the effective implementation of inclusive education for learners with disabilities. In line with the ubuntu philosophy, legal and policy frameworks that help facilitate its implementation from international and local perspectives are presented. A discussion is provided of the important factors to be considered when allocating resources for the implementation of inclusive education. This chapter acknowledges the diversity of resources needed for inclusive education and an analytical view that these resources are contextualised varying across geographical contexts. Acknowledging the diversity of resources needed per context and circumstances at hand, efforts to facilitate inclusive education of learners with disabilities are discussed.
{"title":"Provisioning of Resources to Implement Effective Inclusive Education for Students With Disabilities","authors":"M. Dube","doi":"10.4018/978-1-6684-4436-8.ch008","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch008","url":null,"abstract":"The importance of resources for inclusive education of learners with disabilities cannot be overemphasised. For inclusive education to be realised, the provision of resources for learners with disabilities remains cardinal. This chapter discusses the provisioning of resources for the effective implementation of inclusive education for learners with disabilities. In line with the ubuntu philosophy, legal and policy frameworks that help facilitate its implementation from international and local perspectives are presented. A discussion is provided of the important factors to be considered when allocating resources for the implementation of inclusive education. This chapter acknowledges the diversity of resources needed for inclusive education and an analytical view that these resources are contextualised varying across geographical contexts. Acknowledging the diversity of resources needed per context and circumstances at hand, efforts to facilitate inclusive education of learners with disabilities are discussed.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117280768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch021
Jabulani Mpofu
Over the last few decades, advances and innovations in the field of disability and disability supports have resulted in changes in the way in which disability is understood and conceptualised. These changes, which embrace a person-environment fit model of disability, have obvious implications for disability supports and research. Within such conceptualizations, more attention must be given to the interaction between people with disability and the environments in which they live, learn, work, and play. As such, there has been increased attention on the rights of people with disabilities to be fully included in their communities and to the importance of self-determination, participation, and quality of life. This emphasis also underscores the importance of inclusive education in creating learning spaces for children with disabilities. This chapter explores what is inclusive education in an African context and outlines a good model of inclusive education schools in an urban setting from an African philosophy of Ubuntu.
{"title":"Modeling Inclusive Education in Urban Schools","authors":"Jabulani Mpofu","doi":"10.4018/978-1-6684-4436-8.ch021","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch021","url":null,"abstract":"Over the last few decades, advances and innovations in the field of disability and disability supports have resulted in changes in the way in which disability is understood and conceptualised. These changes, which embrace a person-environment fit model of disability, have obvious implications for disability supports and research. Within such conceptualizations, more attention must be given to the interaction between people with disability and the environments in which they live, learn, work, and play. As such, there has been increased attention on the rights of people with disabilities to be fully included in their communities and to the importance of self-determination, participation, and quality of life. This emphasis also underscores the importance of inclusive education in creating learning spaces for children with disabilities. This chapter explores what is inclusive education in an African context and outlines a good model of inclusive education schools in an urban setting from an African philosophy of Ubuntu.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"518 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123106834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch030
M. Masuku, M. Maguvhe
In each chapter, ubuntu and Afrocentricity was used to interpret and discuss inclusive education by using African concepts linked to African cultures without an alternative to Western approaches and frameworks. The book provides exclusive insight into the way relationships between inclusive education and African epistemology can jell well towards the construction of knowledge and understanding that promote local knowledge in tackling “inclusive education” in the African environment. Although the book acknowledges that calls for Africanising the entire education system are not new, less focus was paid to inclusive education. The book confirmed that the study of inclusive education has developed and been controlled by the Western philosophers as part of agenda to control knowledge generation by ignoring African indigenous knowledge systems to understand wholistically education dynamics.
{"title":"Using African Epistemology Insight to Unpack Inclusive Education","authors":"M. Masuku, M. Maguvhe","doi":"10.4018/978-1-6684-4436-8.ch030","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch030","url":null,"abstract":"In each chapter, ubuntu and Afrocentricity was used to interpret and discuss inclusive education by using African concepts linked to African cultures without an alternative to Western approaches and frameworks. The book provides exclusive insight into the way relationships between inclusive education and African epistemology can jell well towards the construction of knowledge and understanding that promote local knowledge in tackling “inclusive education” in the African environment. Although the book acknowledges that calls for Africanising the entire education system are not new, less focus was paid to inclusive education. The book confirmed that the study of inclusive education has developed and been controlled by the Western philosophers as part of agenda to control knowledge generation by ignoring African indigenous knowledge systems to understand wholistically education dynamics.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115479264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch012
M. J. Masalesa
The aim of this chapter is to reflect on the importance of inclusion in teaching and learning. It outlines what inclusive education is in order to let people understand what it entails. The chapter also focuses on the significance of inclusivity, why it is important to use inclusive teaching strategies. The following aspects are discussed in this chapter: Ubuntu in the African context, Ubuntu as an approach, promoting a positive classroom climate, embracing student diversity, the importance of parental involvement in inclusive education and encouragement of learner/student interactions. Policies on learner support in South Africa are detailed. The chapter is intended for teachers, district officials, and community because it has also community awareness on inclusion and all other stakeholders. The chapter discourages labelling and discrimination of learners with barriers.
{"title":"Teaching and Learning to Incorporate Inclusiveness in Schools","authors":"M. J. Masalesa","doi":"10.4018/978-1-6684-4436-8.ch012","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch012","url":null,"abstract":"The aim of this chapter is to reflect on the importance of inclusion in teaching and learning. It outlines what inclusive education is in order to let people understand what it entails. The chapter also focuses on the significance of inclusivity, why it is important to use inclusive teaching strategies. The following aspects are discussed in this chapter: Ubuntu in the African context, Ubuntu as an approach, promoting a positive classroom climate, embracing student diversity, the importance of parental involvement in inclusive education and encouragement of learner/student interactions. Policies on learner support in South Africa are detailed. The chapter is intended for teachers, district officials, and community because it has also community awareness on inclusion and all other stakeholders. The chapter discourages labelling and discrimination of learners with barriers.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125369011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch005
T. Majoko, Annah Dudu
African-level debates on inclusion have focused on meeting the individual needs of learners with special education needs that manifest from disability or learning difficulty. Until recently, inclusion has been understood as meeting the diverse and unique needs of this category of learners within regular and not separate special educational contexts. Discussions surrounding specialist-segregated services provision, integration, and mainstreaming underpin the conceptualisation of inclusion in African countries. This chapter presents the divergent and continually changing conceptions of inclusion in African countries. It draws on studies that identify developments in policy and practice related to inclusion, revealing a shift in paradigm from special educational needs to special needs education, from inclusive education to inclusive systems of education.
{"title":"Changing Conceptions of Inclusion From an African Perspective","authors":"T. Majoko, Annah Dudu","doi":"10.4018/978-1-6684-4436-8.ch005","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch005","url":null,"abstract":"African-level debates on inclusion have focused on meeting the individual needs of learners with special education needs that manifest from disability or learning difficulty. Until recently, inclusion has been understood as meeting the diverse and unique needs of this category of learners within regular and not separate special educational contexts. Discussions surrounding specialist-segregated services provision, integration, and mainstreaming underpin the conceptualisation of inclusion in African countries. This chapter presents the divergent and continually changing conceptions of inclusion in African countries. It draws on studies that identify developments in policy and practice related to inclusion, revealing a shift in paradigm from special educational needs to special needs education, from inclusive education to inclusive systems of education.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"82 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124458381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch016
M. Maguvhe
Lack of access to educational resources and inequality in educational provision are the main reasons why learners with disabilities do not benefit from or participate in education. Inclusive education is meant to remove and/or minimise barriers to learning to enable learners from different backgrounds to participate in education effectively. The main aim of this chapter is to reemphasize and entrench values which prioritise equal access and equity in the provision of education to all people. Principles of inclusive education were discussed and were premised on democratic perspectives including and not limited to sovereignty of the people, government based upon the consent of the governed and majority rule. This chapter places significant weight on the importance of actions of people who face various barriers to learning whose will to partake in inclusive development (volition) should contribute to positive change on their lives and the progress of their whole societies.
{"title":"Inclusive Education Volition, Participation, and Social Change","authors":"M. Maguvhe","doi":"10.4018/978-1-6684-4436-8.ch016","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch016","url":null,"abstract":"Lack of access to educational resources and inequality in educational provision are the main reasons why learners with disabilities do not benefit from or participate in education. Inclusive education is meant to remove and/or minimise barriers to learning to enable learners from different backgrounds to participate in education effectively. The main aim of this chapter is to reemphasize and entrench values which prioritise equal access and equity in the provision of education to all people. Principles of inclusive education were discussed and were premised on democratic perspectives including and not limited to sovereignty of the people, government based upon the consent of the governed and majority rule. This chapter places significant weight on the importance of actions of people who face various barriers to learning whose will to partake in inclusive development (volition) should contribute to positive change on their lives and the progress of their whole societies.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133975624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch018
M. Maguvhe, Siyabulela Tshangela
This chapter highlights an African perspective of inclusive education issues, challenges, and how ubuntu philosophy could be used to address them. The chapter targets academics, researchers in inclusive education, inclusive education policymakers, school management teams, advocacy groups, adult and early childhood development practitioners, government officials, interested parties in education from NGOs, individuals with disabilities, parents, and guardians as its audience. One of the inclusive education challenges highlighted in this chapter is that South Africa is seriously grappling with the effectual capacity and material impact of her policies conceptualised and promulgated at the national level and other related transformative education policies. It will be important to pose the following interrogative question: To what extent does inclusive education policy actually shape practice in intended ways at the school and classroom level?
{"title":"An African Perspective of Inclusive Education","authors":"M. Maguvhe, Siyabulela Tshangela","doi":"10.4018/978-1-6684-4436-8.ch018","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch018","url":null,"abstract":"This chapter highlights an African perspective of inclusive education issues, challenges, and how ubuntu philosophy could be used to address them. The chapter targets academics, researchers in inclusive education, inclusive education policymakers, school management teams, advocacy groups, adult and early childhood development practitioners, government officials, interested parties in education from NGOs, individuals with disabilities, parents, and guardians as its audience. One of the inclusive education challenges highlighted in this chapter is that South Africa is seriously grappling with the effectual capacity and material impact of her policies conceptualised and promulgated at the national level and other related transformative education policies. It will be important to pose the following interrogative question: To what extent does inclusive education policy actually shape practice in intended ways at the school and classroom level?","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"350 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123370730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch020
Duduzile Nkomo, B. Dube
The successful development of truly inclusive societies requires critical sectors of the community to uphold principles of inclusiveness. These include, but are not limited to, the nucleus family, extended family, and school. Nonetheless, this chapter shows how inclusive education can be modelled or provided in rural schools found in African settings. This is basically viewed through the lenses of ‘ubuntu' and ‘Afrocentrism'. In the African context, these concepts denote issues of humanity, justice, dignity, respect for one another, and connectedness of people. It is on the basis of these that the provision of inclusive education in rural schools is interrogated. A selection of African countries is used to validate the discussion. The chapter further discusses challenges and factors influencing successful implementation of inclusive education in rural schools. Remarks that provide suggestions for best practice conclude the chapter.
{"title":"Modelling Inclusive Education in Rural Schools","authors":"Duduzile Nkomo, B. Dube","doi":"10.4018/978-1-6684-4436-8.ch020","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch020","url":null,"abstract":"The successful development of truly inclusive societies requires critical sectors of the community to uphold principles of inclusiveness. These include, but are not limited to, the nucleus family, extended family, and school. Nonetheless, this chapter shows how inclusive education can be modelled or provided in rural schools found in African settings. This is basically viewed through the lenses of ‘ubuntu' and ‘Afrocentrism'. In the African context, these concepts denote issues of humanity, justice, dignity, respect for one another, and connectedness of people. It is on the basis of these that the provision of inclusive education in rural schools is interrogated. A selection of African countries is used to validate the discussion. The chapter further discusses challenges and factors influencing successful implementation of inclusive education in rural schools. Remarks that provide suggestions for best practice conclude the chapter.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"297 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114382964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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