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Challenges of inclusive education in multicultural public primary schools
Dissertation (MEd)--University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2017
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| _version_ | 1867613479731462144 |
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| access_status_str | Open Access |
| author2 | Van Rooyen, Jean Wilhelm |
| author_browse | Van Rooyen, Jean Wilhelm |
| author_facet | Van Rooyen, Jean Wilhelm |
| collection | Thesis |
| dc_rights_str_mv | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/60972 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:48.396Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/60972 Challenges of inclusive education in multicultural public primary schools Van Rooyen, Jean Wilhelm teunsphahlamohlaka@gmail.com Phahlamohlaka, Teuns UCTD Inclusive education Multicultural classes South African Schools Act Education challenges and support structures Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Dissertation (MEd)--University of Pretoria, 2017. After the ushering of the democratic dispensation in 1994 an increased diversity in the society and schools of South Africa resulted from the policies and legislations adopted to integrate the earlier ethnically divided educated system. This democratic dispensation did not only bring about political change, but also aimed at democratising the education system and eradicating the inequalities of the past. This is in line with the constitution of South Africa which provides all children, young people and adults with human rights and education benefits. The South African public schools' educators are tasked with the responsibility of ensuring that all learners with different educational needs are taught in a regular classroom. Providing teaching to multicultural classes requires positive experiences and support of inclusive schooling. The purpose of the study is to establish the challenges of teaching inclusive education in a multicultural class in the Gauteng Province public primary schools. This study used a qualitative research approach where participants were interviewed using one-on-one semi structured interviews and probes for clarity and depth. Data was analyzed inductively so as to use the results of the analysis as basis for subsequent data collection through follow up interviews. Ten (10) post level one educators from five multicultural primary schools managing challenges of inclusive education (Foundation Phase and Intermediate Phase) were purposively sampled. Official documents like the White Paper 6 (2001) on the rights of learners with educational needs, and the South African Schools Act (1996) were analyzed to get information on how educators should go about teaching inclusive education to multicultural classes. The findings of the study will contribute to the knowledge base on the management of challenges of inclusive education in multicultural public primary schools about the support structures required and may also inform policy makers. bs2026 Education Management and Policy Studies MEd Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions 2017-06-08T13:07:07Z 2017-06-08T13:07:07Z 2017-05-09 2017 Dissertation Phahlamohlaka, T 2017, Challenges of inclusive education in multicultural public primary schools, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/60972> A2017 http://hdl.handle.net/2263/60972 en © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Inclusive education Multicultural classes South African Schools Act Education challenges and support structures Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Challenges of inclusive education in multicultural public primary schools |
| title | Challenges of inclusive education in multicultural public primary schools |
| title_full | Challenges of inclusive education in multicultural public primary schools |
| title_fullStr | Challenges of inclusive education in multicultural public primary schools |
| title_full_unstemmed | Challenges of inclusive education in multicultural public primary schools |
| title_short | Challenges of inclusive education in multicultural public primary schools |
| title_sort | challenges of inclusive education in multicultural public primary schools |
| topic | UCTD Inclusive education Multicultural classes South African Schools Act Education challenges and support structures Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/60972 |