A Strategy towards Inclusive Education in the 21 Century: A Case of Gauteng, South Africa
Of the numerous changes that have taken place in the education system of South Africa since the inception of universal suffrage in 1994, one is the introduction of inclusive education, practice which aims to respond to the educational needs of all learners, irrespective of their differences. The national Department of Education (DoE) suggested a number of strategies for the effective implementation of Inclusive Education. In Gauteng Province specialist teachers are employed in primary schools specifically to provide support to classroom teachers and learners. Guided by Bronferbrenner’s ecological model and using qualitative research methods data was collected from seven Learning Support Teachers in seven schools. From the data analyzed using Tesch’s method, the findings revealed that with the necessary parental, emotional and financial support, inclusive education can be implemented effectively. However, this paper focuses on the support that can be given at district level, and concludes that with it the Learning Support Teachers can be an important component of a strategy for implementing Inclusive Education in the 21st century.
This work is licensed under Creative Commons Attribution 3.0 License.
Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)
Copyright © MCSER-Mediterranean Center of Social and Educational Research
To make sure that you can receive messages from us, please add the 'mcser.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders..