How inclusive education is understood by principals of independent schools

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dc.contributor.advisor Eloff, Irma F. en
dc.contributor.postgraduate Gous, Jennifer Glenda en
dc.date.accessioned 2013-09-06T16:42:40Z
dc.date.available 2010-04-26 en
dc.date.available 2013-09-06T16:42:40Z
dc.date.created 2010-04-13 en
dc.date.issued 2010-04-26 en
dc.date.submitted 2010-04-24 en
dc.description Thesis (PhD)--University of Pretoria, 2010. en
dc.description.abstract In recognition that every child matters, 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 independent schools have successfully implemented exemplary forms of inclusion in their schools and this is the phenomenon that has been studied by focusing on the understandings and experiences of the principals. As the researcher I interviewed eight principals who are practicing inclusive education as the norm in their schools. 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. I used biographical narrative research as methodology for this qualitative research and crystallisation as quality strategy in order to study the phenomenon that is the understandings of principals of independent schools of inclusive education. The basic tenet was that inclusion leads to belonging and excellence in education. The major findings and 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
dc.description.availability unrestricted en
dc.description.department Education Management and Policy Studies en
dc.identifier.citation Gouw, JG 2009, How inclusive education is understood by principals of independent schools, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/24118 > en
dc.identifier.other D10/335/ag en
dc.identifier.upetdurl http://upetd.up.ac.za/thesis/available/etd-04242010-192908/ en
dc.identifier.uri http://hdl.handle.net/2263/24118
dc.language.iso en
dc.publisher University of Pretoria en_ZA
dc.rights © 2009 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. en
dc.subject Exclusion en
dc.subject Disability en
dc.subject Crystallisation en
dc.subject Cognitive disability en
dc.subject Segregation en
dc.subject Special needs en
dc.subject Biographical narrative research en
dc.subject Social justice en
dc.subject Inclusion en
dc.subject Inclusive education en
dc.subject Inclusivity en
dc.subject Integration en
dc.subject Children with disabilities en
dc.subject Mainstream en
dc.subject UCTD en_US
dc.title How inclusive education is understood by principals of independent schools en
dc.type Thesis en


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