2.3.4 Government strategic plan for education provision in 2.3.3 Barriers to teaching and learning in South Africa 27 . 108 of 1996, Government Printer, Pretoria. problems regarding UDL implementation? • multiple means of engagement: provide multiple, flexible options for engagement to support affective learning (the WHY of learning). White Paper 6, Special Education Needs: Building an Inclusive Education System (WP6) is a national policy document introduced in 2001 to establish a system where learners with disabilities are able to learn alongside their peers with appropriate supports. (Dalton 2005). 0000000829 00000 n 0000060182 00000 n and the way barriers to education for all learners can be overcome. 2.4 Debate Around Inclusive Education in South Africa 9 2.5 Key Barriers to Learning in South Africa 11 2.6 South African ... provides a summary and discussion of the findings and it explores the implications and limitations of the current study, as well as possible … It was in this connection that a discussion took place on how an education recycling centre that Inclusive Education South Africa is a registered non-profit organization. of instruction. in UDL implementation. Outcomes •Understanding and contextualizing inclusive education policies in South Africa 2. & Voltz, D. L., 2001, ‘What matters most in inclusive education: A practical guide for moving forward’, Intervention in http://bit.ly/OeUOSF. %%EOF /Length 831 /S 699 0000000017 00000 n 0000057008 00000 n This extends the possibilities for effectively including all learners in the general curriculum, and reducing the impact of barriers to learning in the educational Wildeman, R. A. disabilities in US general education classrooms was the result (Fuchs & Fuchs 1994). • to understand and experience the steps involved in identifying relevant assistive devices and computer technology to support varied learning programmes.<. learners, thereby reducing the individual accommodations necessary to address specific barriers to learning arising from disability or other factors. were conducted. limited by time and could not cover all areas as originally anticipated. Get specific, domain-collection newsletters detailing the latest CPD courses, scholarly research and call-for-papers in your field. identified earlier in this paper, and others have emerged from the field (Edyburn 2010). 0000000931 00000 n Teacher training programmes do not appear to be adequately addressing this need, resulting in stress for teachers and lack of progress of learners with disabilities Engelbrecht, P., Swart, E. & Eloff, I., 2001, ‘Stress and coping skills of teachers with a learner with Down’s syndrome in inclusive and skills in a diversity of ways. /Linearized 1 The potential impact of UDL as described by Orkwis (1999) is the: … design of instructional materials and activities that allows learning goals to be attainable by individuals with wide differences in their abilities to Occasional Paper, IDASA, Pretoria. components, elaborated in two sets of guidelines: The National Strategy on Screening, Identification, Assessment and Support (SIAS); (Department of Education 2008) guides inclusive education policy by defining UDL is, as its name suggests, an attempt to maximise learning in a universal manner. 2 B � � � � i � Working towards inclusive education in South African classrooms E. Prinsloo Department of Educational Studies, University of South Africa, P.O. (Table 1). from � T � . ] Although the theoretical concept of inclusive education has been widely embraced in South Africa, it is yet to be translated into practice (Donohue & Bornman, 2014; Slee, 2013). – Building an Inclusive Education and Training System (Department of Education, 2001) in South Africa require that inclusive practices be made available to everybody, everywhere and all the time (Ferguson, 2008:109-110). 0000002152 00000 n Some comments included, ‘session was fruitful, Dalton, E.M., 2005, ‘Teaching and learning for all students through differentiated instruction and technology’, RI-ASCD Journal of Research and barriers to instruction.’. Press, Massachusetts Institute of Technology, see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember without having to adapt thecurriculum repeatedly to meet special needs. WP6 proposed a 20-year trajectory to implement inclusive education across South Africa. startxref /H [ 931 905 ] Participants generally benefitted from the practical nature of the workshop, as indicated by the overall workshop evaluation results; however, a one-day workshop was for practitioners wanting to implement the UDL approach. 0000049746 00000 n checklist’, and ‘this area (UDL and transition) was not explored in depth’. A movement to fully include students with In its apparent absence, children who experience barriers to learning cannot expect to have their needs met in a least-restrictive and inclusive setting CAST, 2011, Universal Design for Learning Guidelines version 2.0, Wakefield, MA: Center for Applied Special Technology Author, viewed 20 October 2011, Culture is considered socially transmitted information entrenched in the human brain (Alvard, 2003), which makes the social environment a pivotal contributor to pedagogy since contexts determine the type of social interaction, such as teaching and learning in the case of ed… Town in July 2011. Activities included participant discussion An additional advantage of UDL is that therapists and teachers can readily share the language of UDL. Republic of South Africa, 1996, The Constitution Act No. 52 0 obj African Journal of Disability    |    ISSN: 2223-9170 (PRINT)    |    ISSN: 2226-7220 (ONLINE), http://dx.doi.org/10.1080/09687599.2012.654989, http://www.udlcenter.org/sites/udlcenter.org/files/UDL_Guidelines_Version_2.0_(Final)_3.doc, http://www.design.ncsu.edu/cud/univ_design/ud.htm, http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl, http://dx.doi.org/10.1007/s10209-006-0062-8, Creative Commons Attribution 4.0 International. instructional design of the general education curriculum (Hitchcock, Meyer, Rose & Jackson 2002; Simmons & Kame’enui 1996). This /Names << /Dests 33 0 R>> Some questions were Department of Education, 2001, Education White Paper 6. situation regarding the teacher in inclusive education in South Africa, with a specific focus on the challenges the teacher of the child with a hearing loss has to face. What evidence exists of UDL benefit internationally? tries, some countries, including South Africa, are still seeking to achieve this goal (Nguyet & Ha, 2010). More specifically, NCLB required that all students, (1) be included in state-wide assessments, (2) meet assessment Participant responses to specific activities are presented to illustrate their application of UDL in the standards, and (3) be supported by appropriate technology (including assistive technology) to achieve this. report on a workshop on UDL conducted at the University of Cape Town in South Africa. that will support the necessary adaptation in curriculum. Firstly, the Chapter will review the larger body of research on teachers’ attitudes towards inclusion in order to elucidate some of the factors that might impact on the & Rose, D., 1998, Learning to read in the computer age, Brookline Books, Cambridge, MA. The teacher may use strategies that allow the learner to practice tasks with different levels of support and to demonstrate their knowledge http://dx.doi.org/10.1037/11193-000. In this paper we introduce UDL principles and implementation guidelines, and argue that UDL can have a useful application in the South African context of inclusive South Africa has adopted an inclusive education policy in order to address barriers to learning in the education system. In consideration of the enthusiasm with which the participants received the UDL concepts, the authors (who were We conclude this paper with a discussion of the potential place of UDL in the implementation of inclusive education in South Africa. Educators and researchers continue to develop instructional supports and strategies that will Chataika, T., Mckenzie, J., Swart, E. & Lyner-Cleophas, M., 2012, ‘Access to Education in Africa: Responding to the United Nations Convention on the Coventry, RI. effective transition from school to productive work. http://udlwheel.mdonlinegrants.org/. them to be. therapists promote inclusion of learners with disabilities in the learning process. Donohue and Bornman (2014:1) regard current policy (White Paper 6) as International Journal of Inclusive Education 20 (5): 520–35. www.cast.org) and the National UDL Center ( The implementation of inclusive education in South Africa after ten years of democracy Petra Engelbrecht University of Stellenbosch, South Africa Inclusive education in South Africa has not been promoted as simply one more option for education but as an educational strategy that can contribute to a democratic society. At the heart of UDL is the design of goals, methods, materials, and assessments to make them accessible for all students, including those with disabilities %PDF-1.4 Whereas teachers speak the language of the curriculum, therapists incorporate curriculum changes in the Curriculum and Assessment Policy Statement (CAPS) and the revised document forms part of the CAPS orientation programme for teachers /Prev 150028 emotionally, then a whole range of needs can be met. xref It was with this motivation that the conceptual and instructional framework of UDL was presented in a workshop held at the University of Cape J.L. Continuous Change in Curriculum: South African teachers’ Perceptions. education. engagement, all those working with the learner can collaborate with a common understanding. Inclusive education in South Africa - policies Prof Mirna Nel Optentia Research Focus Area North-West University South Africa [email protected]. 2.3.4 Government strategic plan for education provision in . � � = � � � � | � G n �. Professional Development: The Leading Edge, RI-ASCD v1. It has promoted and supported inclusive education practices in South Africa since 1995. can be of great interest to educators, administrators, and education support professionals around the world. Modes of learning are idiosyncratic, both socially and individually, through the distinctions culture raises between the cognitive and social characteristics of being human. are more steeped in medical or psychological terms. & Rose, D., 2005, The future is in the margins: The role of technology and disability in educational reform, White Paper, American References. Abstract. context 26 . CAST Inc., Wakefield, MA. 0000059941 00000 n outcomes when implemented by using the three core UDL principles. curricula that recognise, honour, and address the full range of learners’ natural variation of styles, needs, and preferences, teachers can develop, implement, and plan for extended sessions that would include several practice sessions with UDL implementations tools to help participants increase their competence and confidence • to identify ways in which classroom instruction can be differentiated to meet the needs of a wide range of learners We believe that an inclusive education system is one that acknowledges the diversity of its learner population – differences in learning styles, needs and objectives – and which is sufficiently flexible, … The Center for Applied Special Technology, /N 14 0000061128 00000 n Reynolds, M.C., Wang, M., & Walberg, H.J., 1987, ‘The necessary restructuring of special and regular education’, Exceptional Children 53, 75 0 obj 2.3.1 South African educational goal 26 . Vygotsky, L.S., 1962, Thought and Language, Hanfmann, E. & Vakar, G. Groups were asked to respond to the known as CAST Inc., first described the theory of Universal Design for Learning in 1998 (CAST 1998). Smart-boards, I-Pads and other tools can contribute to achieving educational outcomes, but low-tech options can achieve the similar Luftig, R. & Pavri, S., 2000, ‘The social face of inclusive education: are students with learning disabilities really included in the Adu, E. O., & Ngibe, N. C. (2014). the process of identification, assessment, and enrolment of learners in special schools, and it curbs the unnecessary placement of learners in special schools. learning environment to address the wide-ranging variation of student needs that exist in an inclusive educational system. address learner variability. 0000027261 00000 n 0000008647 00000 n (Engelbrecht, Swart, Eloff, 2001; Chataika et al. policy. together’ (Occupational therapist 1). We draw on evaluations made by the participants of the workshop in our discussion << • multiple means of representation: provide multiple, flexible methods of presentation to support recognition learning (the HOW of learning). Teachers, therefore, need effective models that integrate variations for learning and teaching in the goals, methods, materials, and assessments Inclusive Education in South Africa (IESA): IESA has been working since 1995 to promote and support inclusive education practices. The South African Policy on Inclusive Education is also seen as crucial for achieving social cohesion and quality education for all. 0000046813 00000 n Every child has the same right to access education. This principle involves creating interesting learning opportunities that motivate and stimulate learners according to their personal backgrounds and interests. are expected to be taught, supported, and assessed in the general education environment and curriculum to the maximum extent possible. >> /Size 76 HIV seroprevalence among pregnant women has increased from less than 2% in 1992 to 22.4% in 19991. It has promoted and supported inclusive education practices in South Africa since 1995. This report, The State of Inclusive Education in South Africa and the Implications for Teacher Training Programmes, arises from a collaborative partnership between the British Council, the University of South Africa (UNISA), Media in Education Trust Africa (MIET AFRICA) and associate partner, the Department of Basic Education (DBE). (CAST 2011, p. 4). CHAPTER 9 . Special needs education: Building an inclusive education and training system, Government Printer, /Pages 48 0 R The US No Child Left Behind Act (NCLB 2002) required teaching and It is against this background that the article aims to determine which ecological aspects have an influence on the implementation of IE in mainstream primary schools. 51 0 obj The UDL framework encourages Orkwis, R., 1999, Curriculum Access and Universal Design for Learning, ERIC/OSEP Digest #586. ), M.I.T. This paper discusses the challenges faced by rural learners in South Africa in the context of the world pandemic commonly known as COVID-19. After a while, however, this system came into question as being insufficiently inclusive (Reynolds, Wang & Walberg 1987). can be modified in complexity to meet a range of learning needs. South Africa has adopted inclusive education guidelines and a policy of ‘Screening, Identification, Assessment and Support’ in order to address barriers to learning in the education system. South African inclusion initiatives, as described in the previous section, ‘Inclusive education in South Africa’, seek comparable learning models She will be part of a South African delegation coming to Brussels (BE) for a panel discussion on inclusive education on 26 October: “SEN Act, one year later: what can we learn from South Africa?”. The necessity for making schools and classrooms inclusive in South Africa Inclusion has become a necessity in South Africa as South Africa has a history of violence and the education system has always been politicised and used by the ruling class as a way of marginalising and stigmatising various groups in society (De Lange, 1989). Every child has the same right to access education… 1–16. approach is expressed below: UDL is designed from the outset to meet the needs of all learners, making costly, time-consuming, and after-the-fact changes unnecessary. UDL relevant to the South African situation: ‘The concepts were applicable to the South African context … this will need support from the Inclusive Education • South Africa is in its 15th year of implementing its Policy on Inclusive Education as outlined in Education White Paper 6 (2001) • Transformation of an education system from “special education” and “mainstream education” into one integrated system … The policy asserts that in order to make inclusive education a reality, there needs to be a conceptual shift regarding the provision of support for learners who As could be expected, it was not only politico-legal changes that took place in education. 2.3.5 The role of primary schools as resource centers 29 With one day of training in UDL, workshop participants were able to identify examples relating to the three UDL core principles, example of barriers to UDL learners with widely varying needs, including learners with and without specific disabilities (Rose & Meyer 2002). Before describing the workshop, it will be helpful to understand the background of UDL as developed in the USA. implementation of UDL for many students and teachers, when used in concert with some of many other tools available to teachers that support high-quality instruction A brief background to inclusive education in South Africa was also presented. teachers’ lack of knowledge and skills on how to design and present the curriculum in ways that can meet the diverse needs of learners in their classrooms. 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