A5009453517- Teacher Education and Leadership Studies
- Collaborative Teaching and Inclusion
- Disability Education and Employment
- Family and Disability Support Research
- Educational Practices and Challenges
- Education and Critical Thinking Development
- EFL/ESL Teaching and Learning
- Early Childhood Education and Development
- Global Educational Policies and Reforms
- Inclusion and Disability in Education and Sport
- Second Language Learning and Teaching
- Resilience and Mental Health
- Psychological Well-being and Life Satisfaction
- Educational and Psychological Assessments
- COVID-19 and Mental Health
- Poverty, Education, and Child Welfare
- Work-Family Balance Challenges
- Education, Achievement, and Giftedness
- Optimism, Hope, and Well-being
- Technology-Enhanced Education Studies
- Congenital Ear and Nasal Anomalies
- Job Satisfaction and Organizational Behavior
- Children's Rights and Participation
- Ear Surgery and Otitis Media
- Child and Adolescent Psychosocial and Emotional Development
North-West University
2013-2023
University of Southampton
2020
University of Wuppertal
2020
University of Fribourg
2020
University of Cologne
2020
KU Leuven
2020
Bielefeld University
2020
University of Groningen
2020
University of Teacher Education in Special Needs
2020
Vaal University of Technology
2011-2019
Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example teacher education. This paper reports results from a comparative study of in-service teachers’ attitudes and self-efficacy implementing practices South Africa Finland its implications education these countries. A sample 319 African 822 Finnish primary secondary teachers completed...
Inclusive education as a global movement emerged over the past 30 years to ensure quality mainstream for all learners. Since 1994 newly democratic South Africa also had expectations well political will change by adjusting legislation and policies. However, vision of truly inclusive system in has been difficult achieve results regarding implementation remain questionable. There growing realisation that advent democracy was not itself sufficient condition elimination historical structural...
While the practice of inclusive education has recently been widely embraced as an ideal model for education, acceptance of practices not translated into reality in most mainstream classrooms. Despite fact that education policies South Africa stipulate all learners should be provided with opportunities to participate far possible in all classroom activities, implementation is still hampered by a combination lack resources and attitudes and actions teachers classroom. The main purpose this...
This paper reports on the findings of an international comparative research project where roles teachers in implementation inclusive education mainstream-classroom settings South Africa and Finland were investigated. Inclusive within this is broadly defined as welcoming all students to general-education schools classrooms not segregating basis ability or other individual sociocultural characteristics. In a qualitative analysis Finnish African teachers' day-to-day teaching learning support...
Inclusive education forms the ethos of system in South Africa and resonates with Constitution country, which recognises diversity resists exclusivity. is also reflected policies such as Education White Paper 6: Special – Building an Training System Screening, Identification, Assessment Support (SIAS) document. Pivotal to inclusive provision support for all learners teachers. The focus this paper on functionality formal structures that are place teachers from teachers’ viewpoints. These...
The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. focus this research study was understand how teachers view collaboration system. Open-ended questionnaires were completed by 85 participating and group interviews employed with 24 educators. findings indicate that educators still believe they are not adequately trained skilled play equal partnership prefer rather...
Complex cultural and historical forces are often neglected when the development of inclusive education in international comparative research projects discussed. The purpose this study was to analyse teachers’ attitudes towards by examining ways which cultural-historical factors South Africa Finland may impact on attitudes. Data collection methods included analysis policy documents other relevant countries, an open-ended question own definition results initial concerns about education. A...
This article reports on the findings of an embedded mixed-method South African study that investigated challenges experienced by District-Based Support Team (DBST) members in sub-directorate Inclusive Education a province execution their functions. A Likert-scale questionnaire and individual semi-structured interviews were used study. The showed participants variety effectively executing These included ineffective integration Special Schools as Resource Centres into DBSTs, poor availability...
OPINION article Front. Psychol., 14 May 2021Sec. Positive Psychology https://doi.org/10.3389/fpsyg.2021.706447
The purpose of this study was to develop a deeper understanding group South African English Second Language (ESL) Foundation Phase teachers' of, skills in, and training needs teach phonological awareness (PA) effectively. A qualitative research approach placed within an interpretative paradigm utilised in two phases. findings the first phase reported article emphasised (FP) inadequate knowledge PA their inability effectively as result insufficient coupled with own limited proficiency...
Introduction South Africa embraced the move to inclusive education after political transformation in 1994 by partaking and subscribing international Education for All (EFA) drive initiated 1990 at Jomtien World Conference on All, which declared that all children, youth adults should receive a basic education. Furthermore, Salamanca Statement of United Nations (UN) Convention Rights Persons with Disabilities (CRPD) 2006 Sustainable Development Goal 4 are internationally regarded as most...
The social participation of students with special educational needs (SEN) is currently gaining increasing attention in research. This reflected recent events such as the ‘Mini-conference on S...
Institutions cannot ignore the need for sustainable employability of people. This study aimed to investigate special education teachers from perspective employment precariousness, capabilities, and functioning (flourishing intention leave) in Namibia. Using a cross-sectional survey design, (n = 200) across seven Namibia regions took part this study. The Precarity Position Profile, Capability Work Questionnaire, Flourishing at Intention Leave Questionnaire were administered. results showed...
This study aimed to investigate the job demands-resources profiles and work capabilities of special education teachers in Namibia their effect on engagement intention leave. A convenience sample was taken from seven different regions across ( N = 200). The Capability Set for Work Questionnaire, Job Demands-Resources Engagement Intention Leave Questionnaire were administered. Using latent profile analysis, four identified: resourceful job, demanding poor rich job. negatively associated with...
Abstract Although mother tongue education is recommended by policymakers, researchers and language learning authorities, the reality in South Africa that many parents/caregivers learners believe English best choice as Language of Learning Teaching. Many second-language (ESL) experience barriers to learning, because a limited proficiency. An empirical study was conducted identify needs perceptions Grade 4 educators regarding ESL with The following factors were targeted study: demographic...
Introduction Teachers’ sense of self-efficacy has been identified by research as a key factor in the successful implementation inclusive education. This article reports on disabling factors South Africa that are reportedly influencing Full-Service school (FSS) teachers’ to implement education successfully. Methodology A qualitative study, using semi-structured individual and group interviews well collages, was employed. Results The findings revealed included internal external factors....
Orientation: Special schools cannot execute their mandate if teachers lack emotional well-being and meaning in work, perform poorly quit jobs. Research purpose: This study aimed to investigate the work capabilities of Namibian special education effects thereof on functionings. Motivation for study: The capability approach offers a framework employees' capabilities. No studies have been found regarding teachers' approach/design method: A convenience sample ( n = 200) participated study....
In South Africa Education White Paper 6 introduced the establishment of Institutional‐Level Support Teams (ILST) at school level to support learning and teaching process by identifying addressing learner, teacher institutional needs. The core priority these teams is implement properly co‐ordinated learner services. This paper therefore explores effectiveness ILSTs in providing services Full‐Service Schools (FSS). this article Rubin, Plovnick Fry's GRPI model team (1977) was used explore...