About this paper

Appears in:
Pages: 4139-4148
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

DYNAMICS IN THE INCLUSIVE EDUCATION POLICY IMPLEMENTATION: SOME SOUTH AFRICAN CASES, AND THE LEFT OUT OPPORTUNITIES

S.M. Seeletse, M.T. MaseTshaba

Sefako Makgatho Health Sciences University (SOUTH AFRICA)
Inclusive education (IE) is a newly legislated policy in South Africa of allowing learners of different categorizations to attend school together. It replaces the previous segregated policy in which racial groups were not allowed to attend same schools and requiring learners with disability to attend schools separately from those without disabilities. Since IE policy was introduced in 2001, disgracefully, there have been only few examples of success. Many schools that were chosen to pilot IE policy implementation have not been successful. In fewer schools though, there have been some remarkable developments on IE policy implementation trials. Mixed outcomes of the trials have therefore occurred. The study wanted to determine the reasons for IE successes and failures in the pilot schools, and to include possibilities of enriching the children to an optimal extent. A purposive sampling was used to select a size 11 sample of school officials and delegates of IE workshops held in Mpumalanga Province and other areas in the years 2002 to 2013. The study showed that some schools could implement IE while others failed. Factors preventing IE successes include that education departments neither assisted nor supported with funds and equipment. The IE successful schools showed that they had relevant resources and equipment, including funds. There, education officials monitored and controlled, were honest, transparent, respected their obligation, fulfilled promises, and supported the program. It was recommended that education departments should be transparent and visible to those who need to engage in dialogues with education officials. It was also recommended that the gifted children be identified and catered for within the IE system, and that the opportunities of the area be given a larger focus.
@InProceedings{SEELETSE2015DYN,
author = {Seeletse, S.M. and MaseTshaba, M.T.},
title = {DYNAMICS IN THE INCLUSIVE EDUCATION POLICY IMPLEMENTATION: SOME SOUTH AFRICAN CASES, AND THE LEFT OUT OPPORTUNITIES},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {4139-4148}}
TY - CONF
AU - S.M. Seeletse AU - M.T. MaseTshaba
TI - DYNAMICS IN THE INCLUSIVE EDUCATION POLICY IMPLEMENTATION: SOME SOUTH AFRICAN CASES, AND THE LEFT OUT OPPORTUNITIES
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 4139
EP - 4148
ER -
S.M. Seeletse, M.T. MaseTshaba (2015) DYNAMICS IN THE INCLUSIVE EDUCATION POLICY IMPLEMENTATION: SOME SOUTH AFRICAN CASES, AND THE LEFT OUT OPPORTUNITIES, ICERI2015 Proceedings, pp. 4139-4148.
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