The extent and practice of inclusion in independent schools in South Africa

Walton, Elizabeth; Nel, Norma; Hugo, Anna; Muller, Helene

Abstract

In line with international trends in education, South Africa has embraced inclusive education as the means by which learners who experience barriers to learning will be educated. As inclusion is beginning to be realised in South African schools, a gap in the emerging research base on inclusive education is that of inclusion in the independent sector. A study was undertaken to establish the extent to which learners who experience barriers to learning are included in independent schools belonging to ISASA (the largest independent schools association in South Africa) and the practices that facilitate inclusion. The results of a survey administered to principals were analysed quantitatively and reveal that most ISASA schools include learners who experience various barriers to learning and employ inclusive practices that are described in the international literature. We report on salient aspects emerging from the study and focus on the diversity of learners found in ISASA schools, as well as the inclusive practices found at school-wide, classroom, and individual levels. The practices described are the provision of on-site specialist personnel, support for teachers, building modifications to ensure access by persons using wheelchairs and various instructional practices and assessment adaptations. Recommendations arising from the study may give direction to South African schools pursuing inclusivity. © 2009 EASA.

Citation

Walton, E., Nel, N., Hugo, A., & Muller, H. (2009). The extent and practice of inclusion in independent schools in South Africa. South African Journal of Education, 29(1), 105-126. https://doi.org/10.1590/S0256-01002009000100007

• Journal Article Type: Article
• Online Publication Date: Feb 2, 2009
• Publication Date: 2009
• Deposit Date: Jul 17, 2024
• Publicly Available Date: Oct 25, 2024
• Journal: South African Journal of Education
• Electronic ISSN: 2076-3433
• Peer Reviewed: Peer Reviewed
• Volume: 29
• Issue: 1
• Pages: 105-126
• DOI: https://doi.org/10.1590/S0256-01002009000100007
• Public URL: https://nottingham-repository.worktribe.com/output/29555659
• Publisher URL: https://www.ajol.info/index.php/saje/article/view/25184