Establishing inclusive schools : Teachers’ perceptions of Inclusive Education Teams
CITATION: Mfuthwana, T. & Dreyer, L. 2018. Establishing inclusive schools : Teachers’ perceptions of Inclusive Education Teams. South African Journal of Education, 38(4):Art. #1703, doi:10.15700/saje.v38n4a1703.
The original publication is available at http://www.sajournalofeducation.co.za
The international debate on colonialization is gaining momentum, primarily in the Americas, Africa and Australasia. Recent incidents in South Africa, such as the #Rhodesmustfall movement and the protest over rules on black girls’ hair at certain schools, have sparked renewed debates on (de-)colonisation in the education system. It has become critical that those concerned with educational transformation in a post-colonial, post-apartheid South Africa consider socio-political and historic contextual factors. This is especially so in their endeavours to implement inclusive education, with its imperative to provide equal and quality education and support for all. Educational transformation in South Africa is based on systemically positioned support structures. However, these structures have their roots in countries which do not have the same socio-political history and current contextual constraints as developing countries. The focus of this research was to understand teachers' perceptions of the role Inclusive Education Teams (IETs) play in establishing an inclusive school in the Western Cape Province. For this case study, teachers were purposefully selected from an inclusive school. Data were collected through semi-structured individual interviews and a focus group discussion. The findings show that, despite the in-service training provided by the IET, teachers still need continuous, contextually responsive support.
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