Are we there yet?: towards the development of inclusive education in one district in KwaZulu-Natal, South Africa
SOURCE: The International Journal of Learning
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2009
TITLE AUTHOR(S): S.Ntombela
KEYWORDS: EDUCATION, EDUCATIONAL REFORM, KWAZULU-NATAL PROVINCE, POLICY FORMULATION
Print: HSRC Library: shelf number 6138
HANDLE: 20.500.11910/4470
URI: http://hdl.handle.net/20.500.11910/4470
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2009
TITLE AUTHOR(S): S.Ntombela
KEYWORDS: EDUCATION, EDUCATIONAL REFORM, KWAZULU-NATAL PROVINCE, POLICY FORMULATION
Print: HSRC Library: shelf number 6138
HANDLE: 20.500.11910/4470
URI: http://hdl.handle.net/20.500.11910/4470
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Available literature suggests that successful and effective implementation of an educational innovation depends, among other things, on an adequate understanding of the reform among stakeholders in the implementing organizations (e.g., schools). For schools, such understanding can only be achieved by providing professional development for those tasked with implementing the innovation (i.e., teachers) and providing the necessary material and human resources for the innovation. This article reports on a qualitative case study which examined the extent to, and ways in which teachers in the Philani district, KwaZulu-Natal, were trained for the implementation of Education White Paper 6: Special Needs Education - Building an inclusive education and training system (Department of Education, 2001). Findings from the study suggest that the cascade model of professional development used to train teachers in the schools was ineffective as a means of innovation dissemination and as a training strategy for preparing teachers for the implementation of this innovation. As such, adequate understanding of inclusive education failed to take root among teachers and consequently, the desired re-culturing on the schools and classrooms did not occur. This has significant implications for the development of implementation of inclusive school and classroom policies and practices and for building an inclusive education and training system in all districts.-
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