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A journey towards inclusive education : a case study from a ‘township’ in South Africa

dc.contributor.authorLuger, Rosemaryen_ZA
dc.contributor.authorPrudhomme, Debbieen_ZA
dc.contributor.authorBullen, Annen_ZA
dc.contributor.authorPitt, Catherineen_ZA
dc.contributor.authorGeiger, Marthaen_ZA
dc.date.accessioned2015-03-10T10:40:30Z
dc.date.available2015-03-10T10:40:30Z
dc.date.issued2012-09
dc.identifier.citationLuger, R., et al. 2012. A journey towards inclusive education: A case study from a ‘township’ in South Africa. African Journal of Disability, 1(1): 1-5, doi: 10.4102/ajod.v1i1.15en_ZA
dc.identifier.issn2226-7220 (online)
dc.identifier.issn2223-9170 (print)
dc.identifier.otherdoi: 10.4102/ajod.v1i1.15
dc.identifier.urihttp://hdl.handle.net/10019.1/96243
dc.descriptionCITATION: Luger, R., et al. 2012. A journey towards inclusive education: A case study from a ‘township’ in South Africa. African Journal of Disability, 1(1): 1-5, doi: 10.4102/ajod.v1i1.15.en_ZA
dc.descriptionThe original publication is available at http://www.ajod.org
dc.description.abstractThe purpose of this case study was to relate part of the journey to appropriate education for two young children with physical disabilities in a low socio-economic peri-urban informal settlement – or ‘township’ – in South Africa. The part of the on-going journey described here spanned four-and-a-half years and included the two children, their families, their teachers, their community and a small team of rehabilitation professionals working for a non-profit organisation in the area. The rehabilitation professionals’ goals were to provide support for the children, their families, their current special care centre and the school(s) they would attend in the future. The steps from the special care centre, to a mainstream early childhood development (ECD) centre for both of them, and then on to (a) a school for learners with special educational needs (LSEN) for one child and (b) a mainstream primary school for the other, are described. Challenges encountered on the way included parental fears, community attitudes and physical accessibility. Practical outcomes included different placements for the two children with implications and recommendations for prioritised parent involvement, individual approaches, interdisciplinary and community-based collaborations. Recommendations are given for clinical contexts, curricula and policy matters; for research and for scaling up such a programme through community workersen_ZA
dc.description.urihttp://www.ajod.org/index.php/ajod/article/view/15
dc.format.extent5 pages
dc.language.isoen_ZAen_ZA
dc.publisherAOSIS Publishingen_ZA
dc.subjectChildren with disabilities -- Education -- South Africaen_ZA
dc.subjectPoor children -- Education -- South Africaen_ZA
dc.subjectChildren with social disabilities -- Education -- South Africaen_ZA
dc.titleA journey towards inclusive education : a case study from a ‘township’ in South Africaen_ZA
dc.typeArticleen_ZA
dc.description.versionPubliser's versionen_ZA
dc.rights.holderAuthors retain copyrighten_ZA


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