Department of Educational Psychology

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Browsing Department of Educational Psychology by Author "Barnes, Bronwyn"

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    Teachers’ perceptions and understanding of diversity and inclusive education : a case study
    (Stellenbosch : University of Stellenbosch, 2011-03) Barnes, Bronwyn; Swart, Estelle; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.
    ENGLISH ABSTRACT: The aim of this study was to investigate the perceptions and understandings of diversity and inclusive education held by teachers at one South African school. Since 1994, the South African education system has undergone many policy changes. An inclusive education system is consistent with the principles underlying the current democratic dispensation in South Africa. In this research, the researcher aimed to identify and describe the perceptions and understandings of the teachers at the school hold regarding diversity and inclusive education. Elements of school culture, such as values, practices and procedures were looked at in detail. The paradigm worked from in this research is the interpretive constructivist paradigm. The strategy was inductive, the outcomes descriptive and the meaning mediated through the researcher as instrument. This paradigm accounts for multiple realities and highlights the importance of context. A qualitative descriptive case study was done with the aim to describe the phenomena accurately. Bronfenbrenner‟s bioecological model provided a theoretical framework for this study. This theoretical standpoint has great relevance for emphasising the interaction between the development of an individual and the systems within an individual's social context. A purposive sampling strategy was adopted and individual, semi-structured interviews were conducted with teachers who participated in the study. Interpretive analysis was done on the transcriptions of the interviews by making use of the constant comparative method of analysis. Coding and inducing of categories and themes helped the researcher engage with and make sense of the data that was generated. The key findings of this study showed that the teachers working at School A have a good understanding and sense of what diversity and inclusive education entails. Their attitudes are generally positive and they embrace diversity and see inclusive education as having many advantages. The teachers feel well-supported in their school environment and display a sense of belonging among the staff. The shared value system of the school is one of acceptance, respect and embracing difference and diversity. There is a culture in the school that encourages the uniqueness of each learner and each child is seen as having potential and subsequently supported in their quest to reach their own unique potential. There are also elements within the school's functioning that require attention, for example, there are two classes of „special education‟ learners that are not entirely included in the regular classes. But, even though there are still elements that need to be addressed and refined within School A – this school is working hard to approach diversity in such a way that creates an environment in which inclusive ideals and practices can continue to grow and develop.