| Autor: |
Kofi Nseibo, Richard Vergunst, Judith McKenzie, Jane Kelly, Amani Karisa, Brian Watermeyer |
| Jazyk: |
angličtina |
| Rok vydání: |
2022 |
| Předmět: |
|
| Zdroj: |
Frontiers in Education, Vol 7 (2022) |
| Druh dokumentu: |
article |
| ISSN: |
2504-284X |
| DOI: |
10.3389/feduc.2022.999814 |
| Popis: |
Despite the need for inclusive education in South Africa, many teachers have not been appropriately trained for the inclusion process for learners with disabilities in classrooms. A consideration of teacher education for inclusive education involves examining both the structural and professional barriers to training that prevent effective implementation. We review the outcomes of a teacher education project in South Africa through three studies that emanate from Teacher Empowerment for Disability Inclusion (TEDI) at the University of Cape Town. These studies are a situation analysis; a survey of teacher education availability for working with learners with severe disabilities; and an evaluation of short courses. We draw on these studies to develop a holistic picture of the kind of training needed to develop the knowledge, attitudes and skills of teachers to address barriers to learning that arise from disability. This entails a conceptual analysis of how the different elements of training work together to address learner needs. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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