How inclusive education is understood by principals of independent schools

dc.contributor.authorGous, Jennifer Glenda
dc.contributor.authorEloff, Irma
dc.contributor.authorMoen, Melanie Carmen
dc.contributor.emailmelanie.moen@up.ac.zaen_ZA
dc.date.accessioned2015-02-25T11:33:18Z
dc.date.available2015-02-25T11:33:18Z
dc.date.issued2014
dc.description.abstractInclusive 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.librarianhj2015en_ZA
dc.description.urihttp://www.tandfonline.com/loi/tied20en_ZA
dc.identifier.citationGous, 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.issn1360-3116 (print)
dc.identifier.issn1464-5173 (online)
dc.identifier.other10.1080/13603116.2013.802024
dc.identifier.urihttp://hdl.handle.net/2263/43820
dc.language.isoenen_ZA
dc.publisherRoutledgeen_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/tied20en_ZA
dc.subjectPrincipalsen_ZA
dc.subjectIndependent schoolsen_ZA
dc.subjectInclusionen_ZA
dc.subjectHumanityen_ZA
dc.subjectPragmaticen_ZA
dc.subjectInclusive educationen_ZA
dc.subjectAnti-oppressive educationen_ZA
dc.titleHow inclusive education is understood by principals of independent schoolsen_ZA
dc.typePostprint Articleen_ZA

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