Evaluation of the Application of an Inclusive Education Policy on Screening, Identification, Assessment and Support of the Learners at Schools in South Africa

The aim of this research was to evaluate the application of an inclusive education policy on screening, identification, assessment and support of learners (SIAS) policy at South African schools. The research explores how educators screen, identify, and assess barriers to learning as well as support learners with barriers. The variables on the screening, identification, assessment and support of learners were chosen as a focal point of this study mainly because they were all variables contained in the policy which must be mastered by the educators during the policy application. A survey design of quantitative research approach was followed. Document analysis of the SIAS 2014 policy document was done over the target population of educators in primary and secondary schools. A simple random sampling technique was used to select 320 male and female respondents from both primary and secondary schools. The quantitative data were collected using a seven-point semantic differential scale which elicited responses from a total of 250 educators. Descriptive statistics were used to analyze data on the educators’ responses about the extent to which they implemented the inclusive education policy. Statistical data revealed that the implementation of the policy was modest. Educators do not effectively use the screen resources such as the learner profile to screen barriers and the Support Needs Assessment 1 is not effectively used to identify and assess the barriers experienced by learners. As a result, support of learners was found to be inadequate. An independent-samples t-test revealed that there was statistically significant difference between the means of primary and secondary schools in the application of SIAS 2014 policy. This research recommends that the teacher training institutions should capacitate aspiring educators about inclusive education policies such as the SIAS 2014 policy rationale, principles, and how the policy is to be effectively implemented at schools.

Leadership in Implementing Inclusive Education Policy in Early Childhood Education and Care Playrooms in South Africa

Leadership plays a central role in improving and sustaining quality in Early Childhood Development (ECD) settings in the South African context. This article explored the leadership of the Inclusive Education Policy (IEP) and the challenges experienced by ECD centre managers and teachers. Children with disabilities are most vulnerable, marginalised, and denied access to early education, especially in rural communities. Grounded in Bronfenbrenner’s ecosystems theory, the study adopted a qualitative approach. The participants included three centre managers and three teachers from Early Childhood Development centres in the Eastern Cape, South Africa. The findings revealed that most participants had minimal knowledge and understanding of the policy and its implementation. There was also a lack of leadership from the policymakers to ensure that the IEP was monitored, supported, and implemented. Our recommendations are that all ECD practitioners receive appropriate training and development on the policy, ongoing support and guidance in implementing the policy, and proper resources for their centres and playrooms (financial, physical, and human resources).

Opportunities to Enhance Children's Communication Development at School in Underserved Communities

Purpose: Alternative service delivery approaches are required to provide support for children with communication difficulties in underserved communities. Schools have a unique set of assets that can be utilized to provide this support. This study explored what the education sector and classrooms in the early years of schooling offer as support for children with communication difficulties in an underserved Majority World country, the Maldives. The objective was to identify opportunities to enhance support provided for these children. Method: A qualitative multimethod approach was used involving (a) 520 min of classroom observational data from four remote schools, (b) interviews with four special education needs teachers, and (c) an interview with a Ministry of Education official. Classroom observational data were analyzed using the Communication Supporting Classroom Observation Tool. Deductive content analysis was used to analyze the interview data. Results: The support system aimed to reflect the Inclusive Education Policy of the Maldives. The Ministry of Education official and teachers raised concerns regarding lack of allied health services such as speech-language therapy in schools. Teachers frequently used certain communication supporting interactions such as imitation in classrooms. Missed opportunities to enhance communication were observed, including limited use of some interaction features such as modeling language, limited planned opportunities for children to interact in class, and limited resources in the environment to develop communication in Grade 1 and 2 compared to preschool. Conclusion: Findings suggest building capacity among teachers and training teachers on identified classroom communication support areas to enhance support for children with communication difficulties. Supplemental Material https://doi.org/10.23641/asha.17003980

Exploring Teachers' perceptions of the Implementation of Inclusive Education in a Regular Primary School: A Papua New Guinea Study

<p>The purpose of this study was to investigate teachers‟ perceptions of the implementation of inclusive education in one regular primary school in the Southern Highlands Province of Papua New Guinea. The school was made up of twenty-five teachers and an estimate of 350 students. However only twenty teachers participated in the study. The twenty teachers were composed of one head teacher, one deputy head teacher, two senior subject teachers, five senior teachers and eleven classroom teachers. It was a qualitative study using a case study approach. The data were gathered through questionnaires, individual interviews, focus group interviews, and document analysis. The results of this study showed that (i) teachers were not fully aware of inclusive education policy and practice, (ii) poor implementation of inclusive education policy was due to lack of appropriate training and professional development, (iii) inclusive education needs to be funded separately by all levels of government.</p>

Exploring Teachers' perceptions of the Implementation of Inclusive Education in a Regular Primary School: A Papua New Guinea Study

<p>The purpose of this study was to investigate teachers‟ perceptions of the implementation of inclusive education in one regular primary school in the Southern Highlands Province of Papua New Guinea. The school was made up of twenty-five teachers and an estimate of 350 students. However only twenty teachers participated in the study. The twenty teachers were composed of one head teacher, one deputy head teacher, two senior subject teachers, five senior teachers and eleven classroom teachers. It was a qualitative study using a case study approach. The data were gathered through questionnaires, individual interviews, focus group interviews, and document analysis. The results of this study showed that (i) teachers were not fully aware of inclusive education policy and practice, (ii) poor implementation of inclusive education policy was due to lack of appropriate training and professional development, (iii) inclusive education needs to be funded separately by all levels of government.</p>

Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit

<p>This is a qualitative study designed to investigate how the concept of inclusive education (IE) is understood and applied at a number of levels in the Samoan education system. It aims to identify barriers and facilitators to the implementation of the IE policy in this context. The study seeks an answer to the question: What are the beliefs, experiences, expectations and practises of key stakeholders of IE? The stakeholders include practising teachers in primary education classrooms, policy-makers in education, parents of children who are physically and intellectually challenged, teacher-trainers, and local community leaders. The study uses a phenomenologically oriented approach to gain insight into participants’ perspectives and experiences about IE and the implementation of this policy in Samoa. It draws upon document analysis, individual interviews, and focus group discussions as methods for data collection. The results indicate a paradox in participants’ beliefs and practices of IE. Participants, particularly the policy implementers (teachers), tend to be inclusive in their thinking and behaviour at home. However, in the classroom, although participants seem to operate from an inclusive mindset, the practice tends to be exclusive and thus grounded in the medical model of disability. Rather than creating inclusive environments, IE appears to have created another type of exclusion. A number of implications for practice are detailed and future research ideas are outlined.</p>

Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit

<p>This is a qualitative study designed to investigate how the concept of inclusive education (IE) is understood and applied at a number of levels in the Samoan education system. It aims to identify barriers and facilitators to the implementation of the IE policy in this context. The study seeks an answer to the question: What are the beliefs, experiences, expectations and practises of key stakeholders of IE? The stakeholders include practising teachers in primary education classrooms, policy-makers in education, parents of children who are physically and intellectually challenged, teacher-trainers, and local community leaders. The study uses a phenomenologically oriented approach to gain insight into participants’ perspectives and experiences about IE and the implementation of this policy in Samoa. It draws upon document analysis, individual interviews, and focus group discussions as methods for data collection. The results indicate a paradox in participants’ beliefs and practices of IE. Participants, particularly the policy implementers (teachers), tend to be inclusive in their thinking and behaviour at home. However, in the classroom, although participants seem to operate from an inclusive mindset, the practice tends to be exclusive and thus grounded in the medical model of disability. Rather than creating inclusive environments, IE appears to have created another type of exclusion. A number of implications for practice are detailed and future research ideas are outlined.</p>

Challenges in Primary Level Inclusive Education in Bangladesh

Bangladesh’s step towards inclusive education was given incentive by its involvement in major international declarations. Bangladesh agreed with the declaration of Education for All, in which education is to be provided to all children with an inclusive approach. In addition, Bangladesh is also committed to achieve Millennium Development Goals, which articulated the rights of all children into education through uniform system. It is important to note that the trend of enacting inclusive education policy and legislation in Bangladesh is mainly based upon the international treaties. The purpose of this paper is to highlight challenges in inclusive education for the policy formulators, implementers, and future researchers to take measures accordingly to universalize inclusive education in the country. The challenges identified in inclusive education concerned unfulfilled requirements of children with special needs, unfriendly situation, inadequate material and non-conforming curriculum, misinterpretation and mismanagement by stakeholders, restricted political and social backing, and adverse physiography. Pre-service training of teachers, along with continued assessment, collaboration and coordination to overcome challenges of inclusive schooling is recommended.

Factors Impacting the Application of an Inclusive Education Policy on Screening, Identification, Assessment, and Support of the Learners at Schools in South Africa

The purpose of this research is to establish factors impacting the application of an inclusive education policy on screening, identification, assessment, and support of learners at schools in South Africa. The paradigm of the research is interpretivist because the policy is aligned to Bronfenbrenner’s bioecological theory which attests that, for an education system to be effectively inclusive, there should be a shift from a paradigm that views barriers within a learner in isolation to a paradigm that views the barriers in a learner. There is interconnectedness of the barriers with the rest of the systems within and outside the learner. The participants were seven school principals and five members of the district-based support team, who were purposefully sampled. Individual semi-structured interviews were conducted to elicit information on factors impacting the application of the policy. Data were analysed using the themes that emerged from the responses of the participants. Results reveal that the educators’ character traits, internal training and development, perceived policy application, and internal and external support for learners experiencing learning barriers impact policy application. The study recommends that aspiring educators must be adequately trained about policy at training institutions. Educators must be capacitated on policy application and every school must appoint a psychometric assessor who will provide information to educators on how best to support learners with learning barriers. The psychometric assessor must coordinate with the district-based support team for external support needs in policy implementation.