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Inclusive education in South Africa and the developing world : the search for an inclusive pedagogy / Sigamoney Manicka Naicker.

By: Material type: TextTextSeries: Emerald pointsPublisher: Bingley, UK : Emerald Publishing Limited, 2018Edition: First editionDescription: 1 online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781787436909
  • 178743690X
  • 9781787439627
  • 1787439623
Subject(s): Genre/Form: Additional physical formats: No titleDDC classification:
  • 371.9/046 23
LOC classification:
  • LC1203.D44
Online resources:
Contents:
Front Cover; Inclusive Education in South Africa and the Developing World; Copyright Page; Dedication; Contents; Foreword; Acknowledgements; Chapter 1 Inclusive Education in the Developing World; 1.1. Why Inclusive Education is Important to Developing Contexts; 1.2. What are Developing Countries?; 1.3. South Africa; 1.4. Developing Countries; 1.5. Ethiopia; 1.6. Tanzania; 1.7. Zanzibar; 1.8. Swaziland; 1.9. Botswana; Chapter 2 The History of Special Education and the Challenges for Inclusive Education; 2.1. Introduction; 2.2. Profile of Learners and the Need for an Inclusive Curriculum
2.3. The Expectation of Post-apartheid Schooling in an Inclusive Setting2.4. Wrong Diagnosis of Poor Children; 2.5. The Need for a Critical Pedagogy and a Rights Model; 2.6. The History of Special Education and Its Influence on Thinking and Practice; 2.7. Phase 1: Absence of Provision (18th-19th Century); 2.8. Phase 2: White-dominated Provision, and the Important Role of the Church (Late 19th Century-1963); 2.8.1. Stage 1: Church and Private Provision, and the Racist Nature of the State
2.8.2. Stage 2: Development of Tests as a Precursor to Institutional Special Education and Education Support Services2.8.3. Stage 3: The Genesis of the Medical Model; 2.9. Phase 3: 'Separate Development' and Its Impact on Special Education and Education Support Services (1963-1994); 2.9.1. Stage 1: The Evolution of the Concept 'Education Support Services'; 2.9.2. Stage 2: Segregated Education Departments Take Control of Special Education and Education Support Services Provision; 2.9.3. Stage 3: The Bantustan or 'Homeland' Phase; 2.9.4. Stage 4: The New Democracy
2.10. A Way Forward in Departing from the History of Special Education2.11. Conclusion; Chapter 3 Changing Consciousness; 3.1. Introduction; 3.2. The International Influence; 3.3. Rights Issues Embedded in the Policy Environment in the New South Africa; 3.4. Translating Inclusive Education into Reality; 3.4.1. Anatomy of a Paradigm Shift; 3.4.1.1. A Medical Discourse; 3.4.1.2. A Charity Discourse; 3.4.1.3. A Lay Discourse; 3.4.1.4. A Human Rights Discourse; 3.5. Facilitating National-Provincial Collaboration; 3.6. Representation in Policy Development; 3.7. Fiscal Constraints
3.8. Large Classes3.9. Possibilities of Inclusive Education; 3.9.1. Introduction; 3.9.2. Definitional Issues: Recommendations of the NCSNET and NCESS; 3.9.2.1. Assessing Situational Variables in the Regular Classroom; 3.9.2.2. Modifying the Student's Work and Study Skills; 3.9.2.3. Considering Locus of Control; 3.9.2.4. Identifying Probable Areas of Difficulty; 3.9.2.5. Preparing Regular Education Teachers; 3.10. Evidence of Inclusive Education in Developing Countries; 3.11. Role of Special Schools; 3.12. Curriculum; 3.13. Time; 3.14. Modalities; 3.15. High Expectation Principle
Summary: This book offers a framework for the implementation ofinclusive education in developing countries. It proposes bringing the vulnerable to the centre of planning decisions, recognising the history of special education inpsychologizing failure, and that mainstream must own the transformation to inclusive education.
Holdings
Item type Current library Collection Call number Status Date due Barcode Item holds
eBook eBook e-Library EBSCO Education Available
Total holds: 0

Includes bibliographical references and index.

Online resource; title from PDF title page (EBSCO, viewed September 19, 2018).

Front Cover; Inclusive Education in South Africa and the Developing World; Copyright Page; Dedication; Contents; Foreword; Acknowledgements; Chapter 1 Inclusive Education in the Developing World; 1.1. Why Inclusive Education is Important to Developing Contexts; 1.2. What are Developing Countries?; 1.3. South Africa; 1.4. Developing Countries; 1.5. Ethiopia; 1.6. Tanzania; 1.7. Zanzibar; 1.8. Swaziland; 1.9. Botswana; Chapter 2 The History of Special Education and the Challenges for Inclusive Education; 2.1. Introduction; 2.2. Profile of Learners and the Need for an Inclusive Curriculum

2.3. The Expectation of Post-apartheid Schooling in an Inclusive Setting2.4. Wrong Diagnosis of Poor Children; 2.5. The Need for a Critical Pedagogy and a Rights Model; 2.6. The History of Special Education and Its Influence on Thinking and Practice; 2.7. Phase 1: Absence of Provision (18th-19th Century); 2.8. Phase 2: White-dominated Provision, and the Important Role of the Church (Late 19th Century-1963); 2.8.1. Stage 1: Church and Private Provision, and the Racist Nature of the State

2.8.2. Stage 2: Development of Tests as a Precursor to Institutional Special Education and Education Support Services2.8.3. Stage 3: The Genesis of the Medical Model; 2.9. Phase 3: 'Separate Development' and Its Impact on Special Education and Education Support Services (1963-1994); 2.9.1. Stage 1: The Evolution of the Concept 'Education Support Services'; 2.9.2. Stage 2: Segregated Education Departments Take Control of Special Education and Education Support Services Provision; 2.9.3. Stage 3: The Bantustan or 'Homeland' Phase; 2.9.4. Stage 4: The New Democracy

2.10. A Way Forward in Departing from the History of Special Education2.11. Conclusion; Chapter 3 Changing Consciousness; 3.1. Introduction; 3.2. The International Influence; 3.3. Rights Issues Embedded in the Policy Environment in the New South Africa; 3.4. Translating Inclusive Education into Reality; 3.4.1. Anatomy of a Paradigm Shift; 3.4.1.1. A Medical Discourse; 3.4.1.2. A Charity Discourse; 3.4.1.3. A Lay Discourse; 3.4.1.4. A Human Rights Discourse; 3.5. Facilitating National-Provincial Collaboration; 3.6. Representation in Policy Development; 3.7. Fiscal Constraints

3.8. Large Classes3.9. Possibilities of Inclusive Education; 3.9.1. Introduction; 3.9.2. Definitional Issues: Recommendations of the NCSNET and NCESS; 3.9.2.1. Assessing Situational Variables in the Regular Classroom; 3.9.2.2. Modifying the Student's Work and Study Skills; 3.9.2.3. Considering Locus of Control; 3.9.2.4. Identifying Probable Areas of Difficulty; 3.9.2.5. Preparing Regular Education Teachers; 3.10. Evidence of Inclusive Education in Developing Countries; 3.11. Role of Special Schools; 3.12. Curriculum; 3.13. Time; 3.14. Modalities; 3.15. High Expectation Principle

This book offers a framework for the implementation ofinclusive education in developing countries. It proposes bringing the vulnerable to the centre of planning decisions, recognising the history of special education inpsychologizing failure, and that mainstream must own the transformation to inclusive education.

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