How inclusive education is understood by principals of independent schools

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dc.contributor.author Gous, Jennifer Glenda
dc.contributor.author Eloff, Irma
dc.contributor.author Moen, Melanie Carmen
dc.date.accessioned 2015-02-25T11:33:18Z
dc.date.available 2015-02-25T11:33:18Z
dc.date.issued 2014
dc.description.abstract Inclusive education has become a practice that has been adopted by many schools across the globe and most usually in first-world countries. As a whole-school system, it occurs less frequently in developing countries including South Africa which unlike many developing countries has a sound infrastructure and many excellent schools in both the state and the independent sectors. Education White Paper 6: Special education: Building an inclusive education and training system was published in 2001 with the express intention of developing an inclusive education system in South Africa. Some South African independent schools have successfully implemented valuable forms of inclusion in their schools and this is the phenomenon that was studied. This study reveals various aspects of the inclusive process including the pivotal role that principals play in the transformation process of which inclusive education is the harbinger. It also analyses why principals choose to embrace a paradigm that on the surface is uncomfortable and not an easy option. We used narrative research as methodology for this qualitative research. The basic tenet was that inclusion leads to belonging and excellence in education. The major findings were that inclusion to most principals was about taking action, humanity and emotion. The principals also described inclusion as personal and pragmatic. The implications for action are of interest not only to principals, but to anyone who is seriously interested in innovative and more humane forms of anti-oppressive education. en_ZA
dc.description.librarian hj2015 en_ZA
dc.description.uri http://www.tandfonline.com/loi/tied20 en_ZA
dc.identifier.citation Gous, JG, Eloff, I & Moen, MC 2014, 'How inclusive education is understood by principals of independent schools', International Journal of Inclusive Education, vol. 18, no. 5, pp. 535-552. en_ZA
dc.identifier.issn 1360-3116 (print)
dc.identifier.issn 1464-5173 (online)
dc.identifier.other 10.1080/13603116.2013.802024
dc.identifier.uri http://hdl.handle.net/2263/43820
dc.language.iso en en_ZA
dc.publisher Routledge en_ZA
dc.rights © 2013 Taylor & Francis. This is an electronic version of an article published in The International Journal of Inclusive Education, vol. 18, no. 5, pp. 535-552, 2014. doi : 10.1080/13603116.2013.802024. International Journal of Inclusive Education is available online at http://www.tandfonline.com/loi/tied20 en_ZA
dc.subject Principals en_ZA
dc.subject Independent schools en_ZA
dc.subject Inclusion en_ZA
dc.subject Humanity en_ZA
dc.subject Pragmatic en_ZA
dc.subject Inclusive education en_ZA
dc.subject Anti-oppressive education en_ZA
dc.title How inclusive education is understood by principals of independent schools en_ZA
dc.type Postprint Article en_ZA


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