Relevant bibliographies by topics / Inclusive education – KwaZulu-Natal

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Inclusive education – KwaZulu-Natal'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Inclusive education – KwaZulu-Natal"

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Ntombela, Sithabile. "The progress of inclusive education in South Africa: Teachers’ experiences in a selected district, KwaZulu-Natal." Improving Schools 14, no. 1 (2011): 5–14. http://dx.doi.org/10.1177/1365480210390082.

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Ntombela, Sithabile. "Are We There Yet? Towards the Development of Inclusive Education in One District in KwaZulu-Natal, South Africa." International Journal of Learning: Annual Review 16, no. 7 (2009): 113–22. http://dx.doi.org/10.18848/1447-9494/cgp/v16i07/46406.

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Rautenbach, Christa. "Editorial." Potchefstroom Electronic Law Journal 18, no. 1 (2015): 0. http://dx.doi.org/10.17159/1727-3781/2015/v18i1a13.

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The first edition of 2015 boasts 13 contributions dealing with a variety of topics. The first article, by Ben Coetzee Bester and Anne Louw, discusses the persistence of the "choice argument", which is based on the rationale that domestic partners who choose not to marry cannot claim spousal benefits, and arrives at the conclusion that legislation should differentiate between registered and unregistered domestic partnerships for the purpose of spousal benefits. Ernst Marais has written two articles on expropriation. In the first he examines the meaning and role of state acquisition in South Afr
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O’Donoghue, Rob, Christa Henze, Chong Shimray, Kartikeya V. Sarabhai, and Juan Carlos A. Sandoval Rivera. "Hand-Print CARE: Towards Ethics-led Action Learning for ESD in School Subject Disciplines." Journal of Education for Sustainable Development 14, no. 1 (2020): 41–60. http://dx.doi.org/10.1177/0973408220934647.

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The Hand-Print concept emerged as a proposition for learner-led action learning in the Centre for Environment Education, Ahmedabad, Gujarat, India. Hand-Print CARE as an ethics-led action learning proposition was developed at a Local Culture for Understanding Mathematics and Science (LOCUMS) research group meeting with some educators in Alta, Norway. Here ‘CARE’ emerged as an acronym reflecting an ethic of inclusive respect through Concern for others, being Attentive to needs, showing Respect for each other and being Engaged in learning actions for the common good. Hand-Print CARE was thus act
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Thandar, Yasmeen, Julia Botha, Benn Sartorius, and Anisa Mosam. "Knowledge, attitude and practices of South African healthcare professionals towards complementary and alternative medicine use for atopic eczema – a descriptive survey." South African Family Practice 59, no. 2 (2017): 48. http://dx.doi.org/10.4102/safp.v59i1.4656.

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Background: Complementary and alternative medicines (CAM) are used widely for treating atopic eczema (AE), commonly in conjunction with conventional medicines prescribed by mainstream healthcare professionals (HCPs). This cross-sectional survey evaluated the knowledge, general attitudes and practices regarding CAM among dermatologists, paediatricians, general practitioners (GPs) and pharmacists treating patients with AE in Durban, KwaZulu-Natal.
 
 Methods: Questionnaires were sent via email or hand-delivered to HCPs nearby.
 
 Results: Of the 330 respondents, 220 (67%) wer
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Moodley, Selvarani, and Gugu Mchunu. "Current access and recruitment practices in nursing education institutions in KwaZulu-Natal: A case study of student nurses with disabilities." African Journal of Disability 8 (February 20, 2019). http://dx.doi.org/10.4102/ajod.v8i0.429.

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Background: While institutions of higher education may have increased access and accommodation for students with disabilities, institutions primarily providing nurse training in South Africa do not mirror the same practice.Objectives: Notwithstanding the integration of disability policies enacted in South Africa in 2010, a majority of people with disabilities are still excluded from the activities of society equally applicable to nursing education. This article describes the current access and recruitment practices for student nurses with disabilities (SNWDs) in nursing education institutions
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Mutero, Innocent T., and Moses J. Chimbari. "Consulting the Community on Strategies to Strengthen Social Capital for Community Disease Control." International Quarterly of Community Health Education, March 22, 2021, 0272684X2110049. http://dx.doi.org/10.1177/0272684x211004939.

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Excluding communities in planning and implementing research maximizes internal risks that are otherwise visible and avoidable when there is adequate community consultation. Communities might not meaningfully use research results if majority of the researched people have minimal or no participation in information generation and dissemination. However, effective participation of researched communities in research is key to transferring knowledge to action. Using a qualitative approach, the study identified barriers to, and relevant strategies for improving health research uptake, particularly fo
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Ani, Josephat O., Andrew J. Ross, and Laura M. Campbell. "A review of patients presenting to accident and emergency department with deliberate self-harm, KwaZulu-Natal, South Africa." African Journal of Primary Health Care & Family Medicine 9, no. 1 (2017). http://dx.doi.org/10.4102/phcfm.v9i1.1234.

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Background: The World Health Organization has described deliberate self-harm (DSH) as a major global health challenge. Little is known about the profile of patients admitted following DSH at district and regional combo hospitals in KwaZulu-Natal, South Africa.Aim: The aim of this study was to assess the profiles of patients and reasons for admission following DSH.Setting: The study was conducted on data from a busy Accident and Emergency (A&E) department in a combination district and regional hospital situated in Empangeni in northern KwaZulu-Natal.Method: This was a retrospective descript
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Naidoo, V., W. Mudzi, V. Ntsiea, and PJ Becker. "Physiotherapy Modalities used in the Management of Chronic Low Back Pain." South African Journal of Physiotherapy 68, no. 1 (2012). http://dx.doi.org/10.4102/sajp.v68i1.8.

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Chronic low back pain (CLBP) is a costly andcommon medical problem accounting for 75-90% of compensationcosts as a result of repeated treatments, long term work absenteeismand social support-unemployment compensation. Physiotherapytreatment modalities are commonly used in the management ofCLBP. Data on the management of CLBP by physiotherapists inlow income countries are scarce.A cross-sectional survey was used to investigate the managementof CLBP by physiotherapists in Kwazulu-Natal (KZN). Theobjectives of the study were to establish: the commonly used physiotherapymodalities; reasons; and th
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Chetty, Sarentha, Millidhashni Reddy, Yogandree Ramsamy, Anushka Naidoo, and Sabiha Essack. "Antimicrobial stewardship in South Africa: a scoping review of the published literature." JAC-Antimicrobial Resistance 1, no. 3 (2019). http://dx.doi.org/10.1093/jacamr/dlz060.

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Abstract Objectives To map published data of antimicrobial stewardship (AMS) interventions that are currently being carried out in hospitals and clinics in the public and private health sectors of South Africa in line with the antimicrobial resistance (AMR) strategy of South Africa. Methods A systematic scoping review was conducted to identify AMS initiatives in the public and private health sectors of South Africa for the period 1 January 2000 to 31 March 2019. An electronic search of databases was made including PubMed, Scopus, a key medical journal (South African Medical Journal), Universit
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Dissertations / Theses on the topic "Inclusive education – KwaZulu-Natal"

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Naidoo, Jayendran. "A study of KwaZulu Natal educators atituides towards the inclusion of mildly mentally retarded learners into mainstream education." Thesis, University of Zululand, 2004. http://hdl.handle.net/10530/1159.

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A dissertation submitted to the Faculty of Education in fulfilment or partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Education at University of Zululand, South Africa, 2004.<br>The present investigation had two objectives. The first aim was to examine educators' attitudes towards the inclusion of mildly mentally retarded learners into mainstream education. The second aim was to determine the extent to which educators were influenced by factors such as gender, age, teaching experience, special education qualif
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Jacobs, Merise K. "An evaluation of the implementation of Education White Paper 6 in selected full-service schools in KwaZulu-Natal." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1445.

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A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2015<br>Currently, South Africa is in phase two of implementing 50 full-service schools (FSS) and further development is said to be based on results from immediate to short-term results (DoE, 2005a). Concerns over the new development relate to whether resources are sufficient and available to further expand the provision of
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Mbelu, Sifiso Emmanuel. "Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal." Diss., 2011. http://hdl.handle.net/10500/5349.

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The study identifies the challenges in the implementation of Inclusive Education in the Umgungundlovu District of Education and establishes the possible solutions. The basis for this investigation is the Education White Paper 6, Special Needs Education: Building an Inclusive Education and Training System (Department of Education, 2001). The study was conducted in the Umgungundlovu District of Education in the area of Pietermaritzburg. A qualitative research method was used. Data collection strategies that were used are structured interviews, observation and a questionnaire. The study reveals
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Ntombela, Sithabile. "The complexities of educational policy dissemination in the South African context : a case study of teachers' experiences of inclusive education policy in selected schools in greater Durban." Thesis, 2006. http://hdl.handle.net/10413/3205.

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The study reported in this thesis is a qualitative case study of teachers' experiences of the dissemination of Education White Paper 6 on Special Needs Education – Building an Inclusive Education and Training System in two districts in the Greater Durban area, in the province of KwaZulu-Natal. Located in three primary schools, the study aimed to examine the process adopted by the KwaZulu-Natal Department of Education to disseminate the policy and prepare schools (mostly teachers and other stakeholders) for its implementation, by 1) investigating teachers' understandings and experiences of the
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"Grandparents' experiences of inclusion at a school in KwaZulu Natal." Thesis, 2008. http://hdl.handle.net/10210/1289.

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M.Ed.<br>Few prospective parents expect to have a child with a disability and, even if they are aware of the possibility, very few voice their fears or are prepared for the actual experience. Usually parents have to provide care for the children. However, in a Primary School, in Osizweni, the Newcastle area of Kwa-Zulu Natal, learners come from families in which grandparents are primary the only adult caretakers of young children and also those with disabilities. In 2002 the school started to admit learners with diverse needs, including severe behavioural problems, hearing and visual impairmen
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Slabbert, Ria. "A case study of teacher leadership in an education for learners with special educational needs school in KwaZulu-Natal." Thesis, 2013. http://hdl.handle.net/10413/11354.

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Currently, in school leadership a distributed perspective is supported by scholars in this field. Teacher leadership is seen as a means of operationalising distributed leadership. Drawing on this, the aim of this study is to explore the experiences of teacher leadership in a special education needs school. The study seeks to answer the following key questions: What does it mean to be a teacher leader in an ELSEN (Education for Learners with Special Educational Needs School)? How do teachers enact teacher leadership in an ELSEN school? How does the SMT (School Management Team) promote/not promo
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Mweli, Patrick. "Exploring the implementation of inclusive education in the Pinetown district schools : a case study of learners' experiences and teachers' perceptions about the classroom environment at a selected school." Thesis, 2009. http://hdl.handle.net/10413/7374.

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The study intends to contribute to successful implementation of Inclusive Education in South African Schools, by exploring learners’ experiences within the classroom and teachers views about the classroom environment. A combination of these two factors will indicate the extent how far inclusive education is being implemented in the classrooms. The school that was selected to participate in this study is located in the semi-rural area in Pinetown district. Learners participated in three focus group sessions. These sessions aimed at gathering data on learners’ experiences within classroom enviro
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Jairaj, Sulochini. "The inclusion of a deaf learner in a regular school : a case study." Thesis, 1996. http://hdl.handle.net/10413/3191.

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In South Africa, education for learners with special needs has historically been provided for within a separate system of specialized education. Over the past few years, following international trends, there have been a few informal initiatives towards integration of learners with special needs into regular schools. This study examines the placement of a hearing impaired pupil at regular primary school in Durban, Kwazulu-Natal. The subject of the study is a hearing impaired child with a severe to profound hearing loss, who was placed by parent choice into a mainstream school in the neighbourho
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Naidoo, Gonasagaran Theeyaagaraj. "Exploring inclusion and exclusion in eduation : a case study of a rural primary school in KwaZulu-Natal." Thesis, 1998. http://hdl.handle.net/10413/3780.

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The study explores barriers to learning and development experienced by learners at a rural school situated in Upper Tongaat, on the North Coast of KwaZulu-Natal. Qualitative research methodology, which took the form of a case study, was used. The barriers to learning that the learners at the school experienced were examined from the perspective of both the learners and teachers. Other social factors that may affect a learner's development such as poverty, poor health and poor living conditions were also explored. The data was gathered through semi-structured interviews and participant observat
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Perumal, Jaganathan. "Towards inclusive education : exploring policy, context and change through an ethnographic study in a rural context in KwaZulu-Natal." Thesis, 2005. http://hdl.handle.net/10413/1646.

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This study is an ethnographic enquiry into the experiences of a school and its community as they interface with the implementation of the policy of educational inclusion in a pilot project in a rural school in KwaZulu-Natal, South Africa. Through the lens of critical theory and postmodernism, I critique special education and argue for the discourse of inclusive education to be placed on the broader agenda of social inclusion and exclusion and for its focus to extend beyond a narrow emphasis on special needs education. The study focuses on the micro-level, the teachers, learners, and parents wh
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Book chapters on the topic "Inclusive education – KwaZulu-Natal"

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Khupe, Constance. "Language, Participation, and Indigenous Knowledge Systems Research in Mqatsheni, South Africa." In Handbook of Research on Theoretical Perspectives on Indigenous Knowledge Systems in Developing Countries. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0833-5.ch005.

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This chapter is informed by findings from a science education interpretive study carried out in collaboration with an isiZulu-speaking community. Indigenous languages constitute intellectual and cultural resources that are important for local communities and for the society. The author argues for the recognition of indigenous languages as part of the call to decolonize research methodologies. The chapter positions research among indigenous peoples in the context of social justice and human rights, and shows how language fits in the transformation agenda. Drawing from findings from a research study carried out with a community in rural KwaZulu-Natal, the author asserts that the inclusion of indigenous languages in research frameworks contributes to meaningful participation, strengthens collaboration and facilitates the generation of authentic data.
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Khupe, Constance. "Language, Participation, and Indigenous Knowledge Systems Research in Mqatsheni, South Africa." In Indigenous Studies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0423-9.ch032.

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This chapter is informed by findings from a science education interpretive study carried out in collaboration with an isiZulu-speaking community. Indigenous languages constitute intellectual and cultural resources that are important for local communities and for the society. The author argues for the recognition of indigenous languages as part of the call to decolonize research methodologies. The chapter positions research among indigenous peoples in the context of social justice and human rights, and shows how language fits in the transformation agenda. Drawing from findings from a research study carried out with a community in rural KwaZulu-Natal, the author asserts that the inclusion of indigenous languages in research frameworks contributes to meaningful participation, strengthens collaboration and facilitates the generation of authentic data.
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