1 / 21

Johan Beckmann, University of Pretoria ( johan.beckmann@up.ac.za ) and

University of Pretoria. VIEWS OF GAUTENG SPECIAL SCHOOL PRINCIPALS AND GOVERNING BODY CHAIRS ON INCLUSIVE POLICIES AND THE BEST INTERESTS OF LEARNERS. Johan Beckmann, University of Pretoria ( johan.beckmann@up.ac.za ) and Elda de Waal, Northwest University ( Elda.DeWaal@nwu.ac.za )

fritz-moran
Télécharger la présentation

Johan Beckmann, University of Pretoria ( johan.beckmann@up.ac.za ) and

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. University of Pretoria VIEWS OF GAUTENG SPECIAL SCHOOL PRINCIPALS AND GOVERNING BODY CHAIRS ON INCLUSIVE POLICIES AND THE BEST INTERESTS OF LEARNERS Johan Beckmann, University of Pretoria (johan.beckmann@up.ac.za) and Elda de Waal, Northwest University (Elda.DeWaal@nwu.ac.za) In theory, there is no difference between theory and practice. But, in practice, there is – Jan van de Snepscheut

  2. University of Pretoria From special schools to main- streamingh to inclusion 1995 2001 20 Years Implementation Phases (Step 1 already over) 5 Years since WP 6 on Inclusive Ed 11 Years Since WP on Ed and Training QUESTION: What are the views of special school principals and governing body chairpersons on the policy and practice of inclusion and the best interests of the child? ?

  3. University of Pretoria OUTLINE OF PAPER • Legal framework of best interests • Policy and practice of inclusive education • WP of 1995, WP 6 and guidelines and operational plans • Empirical study • Patterns deduced from thoughts of respondents • Conclusion

  4. University of Pretoria Legal Framework No dir. reference to best interests of LSEN Framework of best interests S 28(2) of the Const Right to education and other rights Schools Act 1996 S 3(2), S 5(1, 2), S 12 Development of law (EFJM): < Common law: family law re custody and access Constitutional norm: Constitutional right S29 extending beyond other rights to when any other constitutional or legal right is affected (e.g. education) Content depends on every individual case

  5. University of Pretoria Policy and practice of inclusive education • Just one reference to best interests in all docs: CP 1 of 1999 • WP of 1995 • Access and redress • National commission • NCET and NCESS 1997 – 1998 • CP 1 1999 • Inclusion not mainstreaming or integration • Barriers in system not in learner • Specific use of “learners with special needs” Inclusion Mainstreaming

  6. Special and “normal education”

  7. Integrated education

  8. Inclusive education

  9. University of Pretoria WP 6 2001 • “full range” > “a broad range” (FSS • Schools 2003) • Education support personnel within district support services to support teachers and other educators

  10. University of Pretoria WP 6 2001 • Multi-level instruction responsive to individual needs in mainstream • Special schools/resource centres prioritising new roles within district support services • New approaches to problem solving and developing learners’ strengths • Full service mainstream schools equipped and supported to provide for the full range of learning needs

  11. University of Pretoria WP 6 2001 (Cont) • Interdepartmental co-operation: Health, Welfare, Public Works • 20 years implementation time frame • Three steps • Immediate to short-term steps (2001-2003) • Medium-term steps (2004-2008) • Long-term steps (2009-2021) • Operational and conceptual guidelines for the further development of aspects of a single inclusive education system. E.g. • FSS 2003 • District-based support teams 2003 • Screening, identification, assessment and support 2005

  12. University of Pretoria EMPIRICALSTUDY • Site (Where?) • Participants (Who?) • Questionnaire (what?) • A Profile or respondents and schools • B Familiarity with policy • C Opinions on inclusive education and best interests • Thoughts of respondents (voices) • Conclusion (What now?)

  13. University of Pretoria Profiles of schools and respondents (Principals and SGB chairpersons) Schools

  14. University of Pretoria Principals and Chairpersons

  15. University of Pretoria Familiarity with policy: Principals

  16. University of Pretoria Familiarity with policy: Chairpersons

  17. University of Pretoria Views on inclusive education: Processing data Patterns Families Categories Free Codes

  18. Open-ended questions ? • In your opinion, how does the new system (based on White Paper 6 and subsequent documents) attempt to provide for the best interests of learners with special needs? (Question C4) • What aspects of the new system make it particularly suitable for providing for the best interests of learners with special needs? (Question C6) • What are the interests or needs or problems of learners with special needs that should be taken into account when providing education to them? (Question C7) • What are the most obvious opportunities for providing education to learners with special needs? (Question C12)

  19. University of Pretoria Open-ended questions (cont) ? 5. What problems or difficulties regarding the best interests of learners with special needs do you foresee if and when the new system becomes fully operational? (Question C5) • In your opinion, how can unfair discrimination against learners with special needs be eradicated? (Question C10) • What are the most urgent and important challenges facing the education system in the provision of education to learners with special needs? (Question C11) • What special contribution is going to be required from educators to make the new system succeed? (Question C13)

  20. University of Pretoria Keys to the policy – practice puzzle Funding Readiness of mainstream Broader civic responsibility Individualisation and flexibility Naïve view of human rights Naïve view of human rights Institutionalised discrimination Discrimination Access above all – security and service Safety, dignity, protection of LSEN and others Decision making capability

More Related