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Training and support provided to mainstream educators in an inclusive educational setting

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dc.contributor.advisor Nzima, D.R.
dc.contributor.advisor Sibaya, P.T.
dc.contributor.author Persence, Charles Andrew
dc.date.accessioned 2009-09-14T12:09:55Z
dc.date.available 2009-09-14T12:09:55Z
dc.date.issued 2006
dc.identifier.uri http://hdl.handle.net/10530/72
dc.description Mini-thesis submitted in partial fulfillment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Education at the University of Zululand, 2006. en_US
dc.description.abstract Inclusive Education is very much in its infancy stage in South Africa and therefore a lot of research still needs to be conducted in this area. In an attempt to find answers. many questions are being asked about this topic. The present study is one of those attempts. It is an effort to investigate what was provided in terms of training and support to mainstream educators in an inclusive educational setting in two schools which participated in the SCOPE Project in the Mpumalanga Department of Education. These educators were all subjected to a two-week training programme before commencement of the project. The researcher embarked on a search to establish whether the educators believed the training and support that they received was effective. Various studies. both local and abroad. suggest that training and support are the two issues that the majority of mainstream educators are most concerned about. when it comes to the implementation of inclusive education. The researcher specifically puts aspects like pre-service training. inservice training and continuous professional development (CPD) under the spotlight. with reference to training. With reference to the issue of support. a closer look is taken at classroom support. professional collaboration and peer support, in order to get a clearer understanding of what is needed in this regard. Lastly. the researcher also looked at the skills that can act as a "minimum requirement'· for the successful implementation of inclusive education in South African schools. Data were collected through the administration of a questionnaire. The main findings revealed that the majority of educators believed that the training. support and skills they received in preparation for the SCOPE were effective. The results were quite surprising. given the fact that on an international level. Most educators were still mostly concerned about training and support. the very issues under scrutiny in present study. This may be due to the fact that the sample was relatively small. In the same vein the study reveals significant food for thought e.g. integration of preservice and inservice training programmes, as well as value of continuous professional development. In addition the researcher identify parental involvement and collaboration between special and mainstream schools as key focus areas. especially within the South African context. where the National Department of Education has embarked on a twenty-year roll out plan. for the implementation of inclusive education in all South African schools. en_US
dc.language.iso en en_US
dc.subject Educators--Vocational guidance. en_US
dc.subject Inclusive education. en_US
dc.title Training and support provided to mainstream educators in an inclusive educational setting en_US
dc.type Thesis en_US

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