Inclusive education and educational psychology : forging alliances for support of inclusion at school level in South Africa

dc.contributor.authorMohangi, K.
dc.contributor.authorBerger, Michele
dc.date.accessioned2016-10-24T06:06:28Z
dc.date.available2016-10-24T06:06:28Z
dc.date.issued2015
dc.description.abstractThe 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.departmentEducational Psychologyen_ZA
dc.description.librarianam2016en_ZA
dc.description.librarian2024dzm
dc.identifier.citationMohangi, 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.issn1680-7456
dc.identifier.urihttp://hdl.handle.net/2263/57414
dc.language.isoenen_ZA
dc.publisherUniversity of Venda, School of Human and Social Sciencesen_ZA
dc.rightsUniversity of Venda, School of Human and Social Sciencesen_ZA
dc.subjectBarriers to learningen_ZA
dc.subjectCollaborationen_ZA
dc.subjectEducational psychologisten_ZA
dc.subjectInclusive educationen_ZA
dc.subjectStakeholdersen_ZA
dc.subjectSupporten_ZA
dc.subject.otherEducation articles SDG-04
dc.subject.otherSDG-04: Quality education
dc.subject.otherEducation articles SDG-10
dc.subject.otherSDG-10: Reduced inequalities
dc.subject.otherEducation articles SDG-16
dc.subject.otherSDG-16: Peace, justice and strong institutions
dc.titleInclusive education and educational psychology : forging alliances for support of inclusion at school level in South Africaen_ZA
dc.typeArticleen_ZA

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