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dc.contributor.authorDu Toit, Petrusaen_US
dc.contributor.authorForlin, Chris
dc.date.accessioned2010-08-04T15:34:33Z
dc.date.available2010-08-04T15:34:33Z
dc.date.issued2009en_US
dc.identifier.citationDU TOIT, P. & FORLIN, C. 2009. Cultural Transformation for Inclusion,What is Needed? A South African Perspective. School Pspchology International, 30(6):644-666, Dec. [http://spi.sagepub.com/]en_US
dc.identifier.issn0143-0343
dc.identifier.urihttp://hdl.handle.net/10394/3259
dc.identifier.urihttp://dx.doi.org/10.1177/0143034309107081
dc.description.abstractInternationally, a move towards inclusive education has been adopted as the preferred model in most education systems. Yet there are still many jurisdictions that find that they simply do not have the resources necessary to embark on such a major development as inclusion. A critical issue in many such regions has been the difficulty in reforming traditional cultures that act as almost impassable barriers to change. This is further problematic when much of the rhetoric about embracing inclusion has posited the idea that schools can transform their culture by simply changing their own practices. This article considers the viability of schools being able to adopt an inclusive culture by themselves without a well developed support system and with very limited resources. An eco-systemic research approach is employed to examine the cultural barriers to inclusion that exist within ten schools across one regional district in South Africa. It is argued that for inclusion to become a reality in South Africa then significant cultural transformation must occur which is supported by an enhanced education system that is able to provide the necessary infrastructure, resources and support needed to enable schools to change.
dc.publisherSAGE Publications
dc.titleCultural Transformation for Inclusion,What is Needed? A South African Perspectiveen_US
dc.contributor.researchID12389382 - Du Toit, Petrusa


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