- Title
- The role of school management teams in the implementation and maintenance of inclusive education
- Creator
- Geduld, Deidre Chante
- Subject
- Inclusive education -- South Africa
- Subject
- Special education -- South Africa
- Subject
- School management teams -- South Africa
- Subject
- Mainstreaming in education -- South Africa
- Date Issued
- 2009
- Date
- 2009
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:9470
- Identifier
- http://hdl.handle.net/10948/956
- Identifier
- Inclusive education -- South Africa
- Identifier
- Special education -- South Africa
- Identifier
- School management teams -- South Africa
- Identifier
- Mainstreaming in education -- South Africa
- Description
- Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.
- Format
- xiv, 198 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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NMMU School for Education Research and Engagement
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