Please be advised that the site will be down for maintenance on Sunday, September 1, 2024, from 08:00 to 18:00, and again on Monday, September 2, 2024, from 08:00 to 09:00. We apologize for any inconvenience this may cause.
dc.contributor.author | Mohangi, K.![]() |
|
dc.contributor.author | Berger, Michele![]() |
|
dc.date.accessioned | 2016-10-24T06:06:28Z | |
dc.date.available | 2016-10-24T06:06:28Z | |
dc.date.issued | 2015 | |
dc.description.abstract | The purpose of this paper is to report stakeholder views on the role of the educational psychologist in supporting inclusive education at schools in South Africa. An interpretivist paradigm with a qualitative case study design provided insight into the challenges associated with inclusive education and the potential supportive role of educational psychologists. We followed a purposive sampling procedure to select the following participants: a) two education officials b) seven teachers c) one educational psychologist d) one counsellor e) three district officials and f) one parent. Data was gathered from semi-structured interviews and focus group discussions with participants at a public school in Pretoria. Non-participant classroom observations were conducted. Through a process of thematic content analysis, the following themes emerged: a) Perceptions of the role of the educational psychologist in supporting inclusion and b) Improving educational psychology services to support inclusion. Findings suggest that the successful implementation of inclusive education remains a challenge in South Africa and that educational psychologists play a supportive role in implementing inclusive practices. Conclusion: The findings confirm that by means of forging alliances and collaboration between educational psychologists and stakeholders, the implementation process of inclusive education practices could be better supported. | en_ZA |
dc.description.department | Educational Psychology | en_ZA |
dc.description.librarian | am2016 | en_ZA |
dc.identifier.citation | Mohangi, K & Berger, M 2015, 'Inclusive education and educational psychology : forging alliances for support of inclusion at school level in South Africa', Journal of Educational Studies, vol. 14, no. 1, pp. 67-85. | en_ZA |
dc.identifier.issn | 1680-7456 | |
dc.identifier.uri | http://hdl.handle.net/2263/57414 | |
dc.language.iso | en | en_ZA |
dc.publisher | University of Venda, School of Human and Social Sciences | en_ZA |
dc.rights | University of Venda, School of Human and Social Sciences | en_ZA |
dc.subject | Barriers to learning | en_ZA |
dc.subject | Collaboration | en_ZA |
dc.subject | Educational psychologist | en_ZA |
dc.subject | Inclusive education | en_ZA |
dc.subject | Stakeholders | en_ZA |
dc.subject | Support | en_ZA |
dc.title | Inclusive education and educational psychology : forging alliances for support of inclusion at school level in South Africa | en_ZA |
dc.type | Article | en_ZA |