n Journal of Educational Studies - Promoting inclusivity within multidimensional classroom settings : the prior-knowledge and experiences of practising university student teachers enrolled for the Advanced Certificate in Inclusive Education
|Article Title||Promoting inclusivity within multidimensional classroom settings : the prior-knowledge and experiences of practising university student teachers enrolled for the Advanced Certificate in Inclusive Education|
|© Publisher:||University of Venda|
|Journal||Journal of Educational Studies|
|Affiliations||1 University of Venda and 2 University of Venda|
|Publication Date||Jan 2014|
|Pages||42 - 83|
|Keyword(s)||Inclusive education, Multidimensional classroom and Prior-knowledge|
The South African Constitution guarantees the right to basic education for all learners, including learners with physical disabilities and any other learning barriers. In view of this constitutional imperative, schools are mandated to promote and provide quality education in multidimensional classroom settings. The delivery of such education requires mainstream or special schools where quality education for all is promoted. This study employed a mixed data collection strategy to investigate the prior-knowledge and experiences of 98 practicing university student teachers enrolled for the Advanced Certificate in Inclusive Education in one university. Data were collected between 2010 and 2013 using a pre-interview questionnaire and focus group interviews as a follow up to the questionnaire. The mixed data gathering method generated complementary quantifiable and qualitative data. The study revealed that there was inadequate and unsystematic collaboration by school structures and stakeholders to lubricate teachers' efforts in implementing inclusive classrooms. The study results point to the need for both pre and in-service teacher development on strategies for promoting and implementing inclusive learning environments. The Advanced Certificate in Inclusive Education offered by the university where the study was conducted was found to be relevant for enhancing teacher attitudes, knowledge and skills to implement inclusive education.
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