Index

Citation

Naicker, S.M. (2018), "Index", Inclusive Education in South Africa and the Developing World, Emerald Publishing Limited, Leeds, pp. 175-188. https://doi.org/10.1108/978-1-78743-690-920181007

Publisher

:

Emerald Publishing Limited

Copyright © Sigamoney Manicka Naicker

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INDEX

AAC. See augmentative and alternative communication (AAC) strategies

AAIDD. See American Association of Intellectual Difficulties (AAIDD)

ABET. See adult basic education and training (ABET)

accountability

care givers and families and

, 146–147

ensuring

, 144–147

full-service schools and

, 144–147

institutional development and

, 144–147

learners/students and

, 146

roles of different stakeholders

, 145–147

school-based support teams and

, 146

school management teams and

, 145

Act No. 39 of 1967

, 43, 44, 54

adult basic education and training (ABET)

, 70, 153

Adult Education and Development

, 70

American Association of Intellectual Difficulties (AAIDD)

, 34

American Peace Corps

, 21

Apartheid Special Education

, 53

Athlon School for the Blind for Coloured children

, 39

attitudes

discriminatory

, 111

negative

, 111–112

augmentative and alternative communication (AAC) strategies

, 109

Ball, Stephen

, 29–30

Bantu Education Act

, 45

Bantustan sites of learning

, 77

barriers to learning

disability as a barrier

, 107–108

inadequate programme-to-work linkages

, 113–114

lack of parental recognition and involvement

, 110–111

language and communication

, 108–110

negative attitudes

, 111–112

socio-economic barriers

, 106–107

Barton, L.

, 62, 64

belonging needs

, 102

benevolent humanitarianism

, 66

Bilingualism Survey

, 40

Botswana

, 22–26

Braille

, 85, 109–111, 128

Brennan, W. K.

, 79–80

bullying

, 95

Burrel, G.

, 63–64

Canter, Pamela

, 99

capacity building

, 147–156

institutional development principles

, 147–148

training for community partners

, 150–151

training for educators

, 151–152

training for school-based support team

, 152–156

training for senior staff and school management

, 150

training for staff and stakeholders

, 148–150

CAPS. See Curriculum and Assessment Policy Statements (CAPS)

care givers

accountability and

, 146–147

families and

, 141–143

Carnegie Poor White Survey

, 40

Catholic Church

, 21

Chafouleas, Sandra

, 97–98

children

poor. See poor children

traumatised

, 95–101

working class

, 2–3, 25, 106–107, 115

church

white-dominated provision, and role of

, 38–43

church, and private provision

, 38–39

classroom

assessing situational variables in regular

, 81

attitudes in

, 101

practices in

, 101

Coetzee, J.

, 40

Coloured Persons Education Act

, 45

communication

barriers to learning

, 108–110

inclusive education

, 108–110

community

full-service schools and

, 143–144

partners, training for

, 150–151

consciousness, changing

, 57–91

curriculum

, 86–87

facilitating national-provincial collaboration

, 68–69

fiscal constraints

, 70–72

high expectation principle

, 89–90

inclusive education in developing countries

, 82–84

international influence

, 59–60

large classes

, 72–74

modalities

, 88–89

overview

, 57–58

possibilities of inclusive education

, 74–82

representation in policy development

, 69–70

rights issues embedded in policy environment

, 60–63

role of special schools

, 84–86

time

, 87–88

translating inclusive education into reality

, 63–68

Constitution (Act 108 of 1996, Article 9(3))

, 47

critical pedagogy

, 35–36

culture

inclusive

, 133

institutional

, 137–138

welcoming, appreciating and accommodating diversity

, 137–140

curriculum

, 70

changing consciousness

, 86–87

inclusive

, 31–32

middle class

, 6, 56, 100–101

as ‘selective tradition’

, 33

Curriculum and Assessment Policy Statements (CAPS)

, 32

curriculum development

, 35–36

Dessent, T.

, 77–78, 80

developing countries

, 3–7, 11–12

common characteristics of

, 3

evidence of inclusive education in

, 82–84

inclusive education in

, 1–26

disability

as a barrier

, 107–108

provision and schools for different types of

, 46

disability movement

, 7, 60, 100

discriminatory attitudes

, 111

district-based support teams

, 120

district support teams (DST)

, 130–131, 147, 153

aim of

, 130–131

HIV/AIDS awareness by

, 155

interventions

, 154

monitoring and support by

, 154

primary focus of

, 130

secondary focus of

, 131

diversity

cultures welcoming, appreciating and accommodating

, 137–140

institutional culture and

, 137–138

physical access and safety

, 138–140

Dominican Grimley School for the Deaf

, 38

DST. See district support teams (DST)

Dutch Reformed Church

, 22

early childhood development (ECD)

, 70

ECD. See early childhood development (ECD)

Education and Training Policy Framework of the majority party in the Government of National Unity, the African National Congress

, 60

Education for All (EFA)

, 17, 18, 24

Education for Kgahisano (Botswana)

, 22

education support services

development of tests as precursor to

, 39–40

evolution of the concept

, 43–44

segregated education departments taking control of

, 45

‘separate development’ and impact on

, 43–51

Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System (DOE)

, 8, 33, 58, 69, 74, 89–90, 103–104, 116–117, 119

educators, training for

, 151–152

ELSEN

, 62

emotional abuse

, 95

‘Enhancing Inclusive Education Capacity of Teacher Education and Resource Centers in Ethiopia’ project

, 13

Enjabulweni Orphanage Home, Manzini

, 21

esteem needs

, 101–102

Ethiopia

, 12–14

European Union

, 30

Evans, Peter

, 71, 85

ex-Department of Education and Training (ex-DET)

, 77

Eybers, E.

, 39

families

accountability and

, 146–147

impoverished

, 8

socio-economic conditions in

, 10

Fick, M. L.

, 40

fiscal constraints, and changing consciousness

, 70–72

flexibility

defined

, 156

maintaining

, 156–157

time and

, 156

Framework of Action on Special Needs Education

, 18

Fulcher, Gillian

, 41–42, 53, 65

full-service education institutions

, 121

full-service schools

, 119–158

accountability and

, 144–147

care givers and families and

, 141–143

collaboration with district support teams

, 130–131

community and

, 143–144

definition of

, 122, 124

ethos and principles of

, 124–126

inclusive education and training

, 125–126

institutional development

, 131–157

looking like

, 126–128

overview

, 119–124

resource centres and

, 130

role of

, 128–131

site-based support

, 128–129

stakeholders and

, 144

supporting neighbouring schools

, 129–130

Giangreco, Michael F.

, 76

globalization

, 30, 94

Gordhan, Pravin

, 94

Grey Revision of the Stanford_Binet Scale

, 40

high expectation principle

, 89–90

HIV/AIDS

, 110–112, 153, 155

Homelands or Bantustans

, 45–46

Human Capital Strategy

, 8, 31

humanitarianism, benevolent

, 66

ideology of inclusive education

challenge

, 101–103

disability as a barrier

, 107–108

inadequate programme-to-work linkages

, 113–114

inclusive education

, 103–104

lack of parental recognition and involvement

, 110–111

language and communication

, 108–110

need for

, 93–114

negative attitudes

, 111–112

new framework for teaching and learning

, 104–106

research about traumatised children

, 95–101

socio-economic barriers

, 106–107

impoverished families

, 8

inclusive cultures

, 133

inclusive curriculum

, 31–32

inclusive education

anatomy of a paradigm shift

, 63–68

challenges for

, 27–56

defined

, 74

in developing world

, 1–26

evidence of, in developing countries

, 82–84

importance to developing contexts

, 2–3

possibilities of

, 74–82

translating into reality

, 63–68

inclusive education system, developing

, 115–158

inclusive policies, producing

, 133–134

inclusive practices, evolving

, 134

Indian Education Act

, 45

institutional culture

, 137–138

institutional development

, 131–157

10 steps of

, 134–157

building capacities

, 147–156

common philosophy and strategic plan, developing

, 135–136

creating inclusive cultures

, 133

developing support networks

, 140–144

ensuring accountability

, 144–147

evolving inclusive practices

, 134

holistic

, 131

maintaining flexibility

, 156–157

producing inclusive policies

, 133–134

promoting cultures welcoming diversity

, 137–140

providing strong leadership

, 136–137

institutional development principles

, 147–148

institutional special education

, 39–40

Integrated Disability Strategy Document

, 48

Integrated National Disability Strategy Document

, 68

intellectual functioning

, 34–35

intelligence, defined

, 34

intelligence tests

, 39–40

interactive support network

, 140–141

International Monetary Fund

, 30

IQ testing

, 34–35, 40

Jomtien and Salamanca Conferences

, 59

Jomtien Declaration

, 18

Kisanji, J.

, 14

Krohn-Nydal

, 14–15

language

barriers to learning

, 108–110

inclusive education

, 108–110

large classes

, 72–74

leadership

committed

, 137

institutional development and

, 136–137

motivation and

, 136–137

learners

accountability and

, 146

eligibility of

, 88

profile of

, 31–32

learning. See also barriers to learning

disability

, 23

new framework for

, 104–106

time

, 88

Lutheran Church

, 22

Mariga, L.

, 11

Maslow’s hierarchy of needs

, 101–102

McConkey, R.

, 11

middle class

, 2, 32, 34, 56, 89, 106

middle class curriculum

, 6, 56, 100–101

Mmbaga, D. R.

, 14–15

mobility impairment

, 23

modalities, and changing consciousness

, 88–89

Monitoring Learning Achievement (MLA) project

, 9, 54

Morgan, G.

, 63–64

Mukhopadhyay, S.

, 22–23

National Building Regulations of 1986

, 138

National Childhood Traumatic Stress Network, United States

, 98

National Child Traumatic Stress Network (NCTSN), United States

, 96

National Commission for Education Support Services (DoE)

, 106

National Commission on Special Needs in Education and Training (NCSNET)

, 47, 58, 122

inclusive education

, 74–82

recommendations of

, 74–82

National Committee on Education Support Services (NCESS)

, 47, 58, 122

inclusive education

, 74–82

recommendations of

, 74–82

national consciousness campaign

, 68

National Curriculum Statement for South African schools

, 55

‘National Multi-year Implementation Plan for Adult Basic Education and Training’

, 51

NCESS. See National Committee on Education Support Services (NCESS)

NCSNET. See National Commission on Special Needs in Education and Training (NCSNET)

NCTSN. See National Child Traumatic Stress Network (NCTSN), United States

negative attitudes

, 111–112

neighbouring schools

, 129–130

neo-liberalism

, 94

New South Africa

rights issues embedded in policy environment in

, 60–63

9/11 terrorist attacks

, 99

Norwegian Association for Persons with Developmental Disabilities (NorskForbund for Utviklingshemmede, NFU)

, 19

Nxumalo, C. P.

, 12, 20–21

OBE. See Outcomes-based Education (OBE)

ODW. See Operation Day’s Work (ODW)

OECD. See Organisation for Economic Cooperation and Development (OECD)

Operation Day’s Work (ODW)

, 19

Organisation for Economic Cooperation and Development (OECD)

, 5, 9, 54, 71

Organization for African Unity

, 30

Outcomes-based Education (OBE)

, 50, 86–87

parental recognition and involvement

, 110–111

Paterson, Jim

, 95

Patton, J. R.

, 80

pedotherapy

, 44

physical access and safety

, 138–140

physical planning

, 70

physiological needs

, 102

policy development, and changing consciousness

, 69–70

Polloway, E. A.

, 80

poor children

intellectual functioning of

, 34–35

wrong diagnosis of

, 34–35

Poplin, M. S.

, 65

possibilities of inclusive education

assessing situational variables in regular classroom

, 81

considering locus of control

, 81

definitional issues

, 74–82

identifying probable areas of difficulty

, 81

modifying the student’s work and study skills

, 81

preparing regular education teachers

, 81–82

recommendations of the NCSNET and NCESS

, 74–82

post-apartheid schooling

expectation of

, 32–34

in inclusive setting

, 32–34

Potchefstroom University

, 40

poverty

, 3, 8, 17

private provision, and church

, 38–39

programme-to-work linkages

, 113–114

psychotherapy

, 44

‘Quality education for all: Overcoming barriers to learning’

, 49

RDP

, 70

regular education teachers

, 81–82

research about children who are traumatised

, 95–101

resource centres, and full-service schools

, 130

Revised National Policy on Education (RNPE), Botswana

, 22–23

SAFCD. See South African Federal Council on Disability (SAFCD)

safety needs

, 101–102

Salamanca Statement (UNESCO)

, 18, 59, 67

SAQMEC. See Southern Eastern African Consortium for Monitoring Educational Quality (SAQMEC)

Scale of General Intelligence for South African Schools

, 40

school-based support teams

, 146

training for

, 152–156

School Development Needs Assessment form

, 136

School Governing Bodies

, 145

school management

teams

, 145

training for senior

, 150

School Mental Health

, 96

school nutrition programmes

, 105

schools

boarding

, 111

for the different types of disability

, 46

full-service. See full-service schools

Lesotho

, 19

post-apartheid

, 32–34

special need

, 15

Special Needs/Inclusive Education Strategy and

, 13

Support Centres/Resource Centres (RCs) and

, 13

vocational

, 39

white church-run

, 39

Second National Commission on Education (Botswana)

, 22

self-actualization needs

, 102

Sight Savers International

, 19

social justice

, 9

‘The Social Uses of Literacy: Theory and Practice in Contemporary South Africa’ (Mastin & Mignonne)

, 70

Society for the Handicapped

, 21

socio-economic barriers

, 106–107

‘Sociological Paradigms and Organisational Analysis’(Burrel and Morgan)

, 64

South Africa

, 8–11

absence of provision

, 37–38

critical pedagogy and rights model

, 35–36

departing from history of special education

, 51–55

expectation of post-apartheid schooling in

, 32–34

profile of learners and need for inclusive curriculum

, 31–32

‘separate development’ and its impact

, 43–51

special education and

, 36–37

unemployment rate in

, 4

white-dominated provision

, 38–43

wrong diagnosis of poor children

, 34–35

South African Constitution

, 60–61

South African Federal Council on Disability (SAFCD)

, 60

South African Group Test of Intelligence

, 40

South African Schools Act

, 68, 145

South African Sign Language

, 109, 111

Southern Eastern African Consortium for Monitoring Educational Quality (SAQMEC)

, 9, 55

Spady, W.

, 87

special education

, 27–56

in Botswana

, 83

in Brazil

, 83–84

in Cameroon

, 83–84

charity discourse

, 66

departing from the history of

, 51–55

in El Salvador

, 83

in Ethiopia

, 84

history of

, 36–37

human rights discourse

, 67–68

influence on thinking and practice

, 36–37

institutional

, 39–40

lay discourse

, 66

medical discourse

, 65–66

overview

, 27–30

in Queensland, Australia

, 82–83

segregated education departments taking control of

, 45

‘separate development’ and its impact on

, 43–51

Special Education Act

, 39

special education provisions

absence of

, 37–38

different phases and stages of

, 37

for different types of disability

, 46

‘separate development’ and impact on education support services

, 43–51

‘separate development’ and impact on special education

, 43–51

white-dominated provision, and role of church

, 38–43

special schools, role of

, 84–86

Special Schools Act

, 40

Special Schools Amendment Act

, 39

speech therapy

, 44

staff

training for all

, 148–150

training for senior

, 150

stakeholders

full-service schools and

, 144

training for all

, 148–150

strategic plan

, 135–136

students

accountability and

, 146

work and study skills

, 81

sub-Saharan Africa (SSA)

, 11–12

support networks

developing

, 140–144

interactive

, 140–141

‘A Survey of Adult Basic Education in South Africa in the 90s’ (Harley)

, 70

Swaziland

, 20–22

Tanzania

, 14–17

teaching

in Botswana

, 83

in Brazil

, 83–84

in Cameroon

, 83–84

in El Salvador

, 83

in Ethiopia

, 84

new framework for

, 104–106

in Queensland, Australia

, 83

time

, 88

time

changing consciousness

, 87–88

flexibility and

, 156

learning

, 88

teaching

, 88

training

for all staff and various stakeholders

, 148–150

for community partners

, 150–151

for educators

, 151–152

for school-based support team

, 152–156

for senior staff and the school management

, 150

Trauma and Justice Strategic Initiative, United States

, 96

Trauma and Learning Policy Initiative

, 98

traumatised children

, 95–101

Trends in International Mathematics and Science Study (TIMMS)

, 9, 54–55

Turnaround for Children

, 99

UNESCO

, 16, 82, 84

United Kingdom

, 29–30

United Nations

, 30

United Nations 22 Standard Rules on the Equalisation of Opportunities for Persons with Disabilities

, 59

United Nations General Assembly

, 59

United States

National Childhood Traumatic Stress Network

, 98

National Child Traumatic Stress Network (NCTSN)

, 96

Trauma and Justice Strategic Initiative

, 96

university education departments

, 52

University of Birmingham, Manchester and Newcastle

, 21

University of Johannesburg

, 94

Van Straaten, Z.

, 63–64

vocational schools

, 39

Westbrook, J.

, 14–15

Western Cape

, 31

Western Cape, South Africa

, 8–10

white-dominated provision

church and private provision

, 38–39

development of tests as precursor to education support services

, 39–40

development of tests as precursor to institutional special education

, 39–40

genesis of the medical model

, 40–43

and racist nature of state

, 38–39

and role of the church

, 38–43

White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System

, 1

White Paper on Education and Training

, 48, 60, 61

Wilcocks, R. W.

, 40

Worcester School for Coloured children with epilepsy

, 39

working class

, 2–4, 6, 90, 100, 116

working class children

, 2–3, 25, 106–107, 115

World Bank

, 5–6, 30

World Conference on Education for All

, 59

World Conference on Special Needs Education, Access, and Quality (MoEVT)

, 18

Zanzibar

, 17–20

Zanzibar Association for People with Developmental Disabilities (ZAPDD)

, 19

Zanzibar Revolution

, 18

ZAPDD. See Zanzibar Association for People with Developmental Disabilities (ZAPDD)