Developing a support programme for teachers involved with inclusion in South Africa
Date
2001-01
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Special Education
Abstract
The establishment of an inclusive education system in South Africa will require the development of appropriate support services at both a school and district level. Recent policy documents in South Africa propose that such a support system should take a systemic approach utilising district support teams that focus on management and personnel support rather than providing direct face to face interventions for individual learners. This paper discusses the development of a support program that is based on research findings regarding the aspects of inclusion that mainstream class teachers in South Africa find most stressful and how they best cope with this stress. It is posited that by addressing the specific stressors associated with inclusion teachers will have an enhanced sense of efficacy and be more enthusiastic about participating in inclusive classrooms.
Description
CITATION: Engelbrecht, P., Forlin, C., Eloff, I. & Swart, E. 2011. Developing a support programme for teachers involved with inclusion in South Africa, International Journal of Special Education: 16(1)80-86.
The original publication is available at http://www.internationalsped.com/
The original publication is available at http://www.internationalsped.com/
Keywords
Inclusive teaching, Stress management for teachers, Teacher support programmes, Children with disabilities -- Education -- South Africa, Teacher support -- South Africa
Citation
Engelbrecht, P., Forlin, C., Eloff, I. & Swart, E. 2011. Developing a support programme for teachers involved with inclusion in South Africa, International Journal of Special Education: 16(1)80-86.