Inclusive education in South Africa and the developing world : the search for an inclusive pedagogy /
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 inclus...
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Full text (MCPHS users only) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Bingley, UK :
Emerald Publishing Limited,
2018
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| Edition: | First edition. |
| Series: | Emerald points.
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| Subjects: | |
| Local Note: | ProQuest Ebook Central |
MARC
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| 100 | 1 | |a Naicker, Sigamoney Manicka, |e author. | |
| 245 | 1 | 0 | |a Inclusive education in South Africa and the developing world : |b the search for an inclusive pedagogy / |c Sigamoney Manicka Naicker. |
| 250 | |a First edition. | ||
| 264 | 1 | |a Bingley, UK : |b Emerald Publishing Limited, |c 2018. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Emerald points | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 520 | |a 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. | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed September 19, 2018). | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Inclusive education |z Developing countries. | |
| 650 | 0 | |a Inclusive education |z South Africa. | |
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