NDLI: The implementation of inclusive education in South Africa after ten years of democracy

Content Provider	Springer Nature Link
Author	Engelbrecht, Petra
Copyright Year	2006
Abstract	Inclusive education in South Africa has not been promoted as simply one more option for education but as an educational strategy that can contribute to a democratic society. After the end of the Apartheid era the new democratic government committed itself to the transformation of education and key policy documents and legislation stress the principle of education as a basic human right as enshrined in the Constitution. White Paper 6: Special Needs Education, building an inclusive education and training system (2001) provides a framework for systemic change for the development of inclusive education. As a philosophy, the concept of inclusive education in the South African context embraces the democratic values of equality and human rights and the recognition of diversity. Research however indicates that multifaceted societal changes, encompassing educational reforms and contextual changes, including the management of diversity in schools, have had a negative impact on the implementation of inclusive education. After ten year of democracy, the enduring tension between changing the structure of education and changing the process of education is still influencing progress. Enhancing the recognition and acceptance of the basic rights of all South African children to be accommodated in inclusive school communities therefore remains a challenge.l’éducation incluse* en Afrique du Sud n’a pas été promue comme une autre option pour l’éducation, mais plutôt comme une stratégie scolaire qui peut contribuer ⦏ une société démocratique. Après l’Apartheid, le gouvernement démocratique s’est engagé à la transformation de l’éducation. Les documents politiques clés et la législation soulignent le principe de l’éducation comme un droit de l’homme fondamental, préservé dans la Constitution. Le White Paper 6: Special Needs Education, building an inclusive éducation and training system (2001) structure le changement systémique pour le développement de l’éducation incluse. Comme philosophie, l’éducation incluse, dans le contexte sud-africain, embrasse les valeurs démocratiques de l’égalité et des droits de l’homme, et la reconnaissance de la diversité. Cependant, la recherche indique que les changements de la société, comprenant les réformes et les changements contextuels, aussi bien que la gestion de la diversité dans les écoles, ont eu un impact négatif sur la réalisation de l’éducation incluse. Dix ans après la démocratie, la tension entre changer la structure de l’éducation et changer ses procédures continue à influencer le progrès. Mettre en valuer la reconnaissance et l’acceptation des droits fondamentaux de tous les enfants sud-africains d’être reçus dans les commun autés scolaires incluses, reste donc un défi.
Starting Page	253
Ending Page	264
Page Count	12
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	21
Issue Number	3
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	2006-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Context-specific Democracy Educational transformation Human rights Inclusive education. Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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