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A South African Perspective on Inclusive Education Conceptualisation and Impact on Practices

This study examines how South African primary school principals and Foundation Phase teachers conceptualize inclusive education and how these perceptions influence their classroom practices. Utilizing a qualitative approach, the research identifies three distinct stages of pedagogical development toward inclusivity and provides targeted recommendations for teacher support.

South Africa Early Childhood Education Educational Policy
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Administrator · 0.28 MB 2
PDF 2024
Examining Grade 6 Teachers' Knowledge and Understanding of Differentiated Instruction in O.R. Tambo Inland District, South Africa

This study investigates Grade 6 teachers' understanding and implementation of differentiated instruction in South African primary schools. Findings reveal a lack of teacher preparedness in meeting diverse learner needs, highlighting critical implications for teacher professional development and inclusive education policy.

South Africa Inclusive Education Foundational Learning
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Administrator · 0.55 MB 2