It is estimated that between 3.4 - 5.1 million people are currently infected with HIV in South Africa2. /ID [] statement, ‘Identify barriers that relate to the UDL Core principles and, from your own experiences, identify methods and materials that can help to address the Reynolds, M.C., Wang, M., & Walberg, H.J., 1987, ‘The necessary restructuring of special and regular education’, Exceptional Children 53, context 26 . South Africa 28 . J.L. Educators and researchers continue to develop instructional supports and strategies that will 0000051296 00000 n approach is expressed below: UDL is designed from the outset to meet the needs of all learners, making costly, time-consuming, and after-the-fact changes unnecessary. rather than proposing specific learning programmes for different forms of diversity or disability. We believe that an inclusive education system is one that acknowledges the diversity of its learner population – differences in learning styles, needs and objectives – and which is sufficiently flexible, … ), Responding to the challenges of teachers’ lack of knowledge and skills on how to design and present the curriculum in ways that can meet the diverse needs of learners in their classrooms. and therapists, but also for administrators of educational systems. In this paper we introduce UDL principles and implementation guidelines, and argue that UDL can have a useful application in the South African context of inclusive (eds. After a while, however, this system came into question as being insufficiently inclusive (Reynolds, Wang & Walberg 1987). The policy asserts that in order to make inclusive education a reality, there needs to be a conceptual shift regarding the provision of support for learners who 0000049997 00000 n Inclusive Education • South Africa is in its 15th year of implementing its Policy on Inclusive Education as outlined in Education White Paper 6 (2001) • Transformation of an education system from “special education” and “mainstream education” into one integrated system which embraces justice, equity and quality. It has promoted and supported inclusive education practices in South Africa since 1995. margins (CAST 2011; Maryland State Department of Education 2011; Meyer & Rose 2005; Paul V. Sherlock Center 2011; UDL-IRN 2012). /H [ 931 905 ] Donohue and Bornman (2014:1) regard current policy (White Paper 6) as Participant suggestions as to how UDL can be implemented, has been noted were developed, going beyond mere accommodations and modifications, toward addressing all students’ educational needs through innovative and pro-active classrooms’, South African Journal of Education 21(4), 256–260. • Session 1 introduced the UDL concept to the participants, including its background, principles and its potential to improve the way the teachers and << %PDF-1.4 Summarised, this policy has two major Paul V. Sherlock Center, 2011, Rhode Island Modified UDL Educator Checklist version 1.3. Engelbrecht, P., 2006, ‘The implementation of inclusive education in South Africa after ten years of democracy’, European Journal of Psychology Although the theoretical concept of inclusive education has been widely embraced in South Africa, it is yet to be translated into practice (Donohue & Bornman, 2014; Slee, 2013). As such, it aims to apply the same principles to all learning She will be part of a South African delegation coming to Brussels (BE) for a panel discussion on inclusive education on 26 October: “SEN Act, one year later: what can we learn from South Africa?”. Such instruction would be beneficial not only for teachers learners with widely varying needs, including learners with and without specific disabilities (Rose & Meyer 2002). Republic of South Africa, 1996, The Constitution Act No. educators’ needs, but the potential for change cannot be realised without significant and on-going training and professional development of all professionals Without committing an oversight, I wish to … The state of inclusive education in South Africa and the implications for teacher training programmes (2018) 0000059941 00000 n of Universal Design (Center for Universal Design 1997), the framework of Universal Design for Learning (UDL) supports these objectives, and is highly relevant for & Corrigan, C., 1998, ‘Everyone here can play’, Educational Leadership 56, 42–45. education. countries that support equal educational access and opportunity for all learners (Brazil, Ford & Voltz 2001; Luftig & Pavri 2000; Salend 2000; Sapon-Shevin, 51 0 obj 2 B � � � � i � The shift towards inclusive education in South Africa to video UDL case studies, debriefing, and the discussion of findings. As a systems change initiative, UDL offers a framework that supports the design of instruction that integrates many variables and variations of learners’ and The scope of this policy is broad as it attempts to address the diverse needs of all learners who experience 0. Activities included participant discussion With one day of training in UDL, workshop participants were able to identify examples relating to the three UDL core principles, example of barriers to UDL & Rose, D., 2005, The future is in the margins: The role of technology and disability in educational reform, White Paper, American at many different levels (Box 1). Whereas teachers speak the language of the curriculum, therapists curricula that recognise, honour, and address the full range of learners’ natural variation of styles, needs, and preferences, teachers can develop, implement, and Successful implementation of UDL principles into practice does not require the use of specific technology Brand, S., Favazza, A.E and Dalton, E.M., 2012, Universal design for learning: A blueprint for success for all learners, Kappa Delta Pi Record 48(3), 75 0 obj hope for more of these in the future’, and ‘course extremely relevant to current interests’. No votes yet. Inclusion within an African perspective Meyer, A. As could be expected, it was not only politico-legal changes that took place in education. needs vary widely, through inclusive education models. All students, including students with disabilities, are expected to be taught, supported, and assessed in the general education environment and curriculum to the maximum extent possible. policy. http://www.udlcenter.org/sites/udlcenter.org/files/UDL_Guidelines_Version_2.0_(Final)_3.doc, Center for Universal Design, 1997, What is Universal Design?, viewed 22 April 2002, from African Journal of Disability    |    ISSN: 2223-9170 (PRINT)    |    ISSN: 2226-7220 (ONLINE), http://dx.doi.org/10.1080/09687599.2012.654989, http://www.udlcenter.org/sites/udlcenter.org/files/UDL_Guidelines_Version_2.0_(Final)_3.doc, http://www.design.ncsu.edu/cud/univ_design/ud.htm, http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl, http://dx.doi.org/10.1007/s10209-006-0062-8, Creative Commons Attribution 4.0 International. 0000006943 00000 n Gustaffson, M. 2011. 2.3.3 Barriers to teaching and learning in South Africa 27 . The ii DECLARATION OF AUTHENTICITY I declare that Challenges experienced by educators in South African classrooms, submitted for the fulfilment of the degree Master of Education to the University of South Africa, is my own work. The Center for Applied Special Technology, Future workshops should take these comments into consideration, and workshop context. The challenges of realising inclusive education in South Africa Dana Donohue and Juan Bornman Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa Juan.Bornman@up.ac.za In South Africa, up to 70% of children of … Inclusive Education South Africa is a registered non-profit organization. /Info 49 0 R of the potential usefulness of UDL in their work contexts. known as CAST Inc., first described the theory of Universal Design for Learning in 1998 (CAST 1998). This principle involves creating interesting learning opportunities that motivate and stimulate learners according to their personal backgrounds and interests. can be of great interest to educators, administrators, and education support professionals around the world. curriculum differentiation skills in South African educational settings, authors were motivated to conduct a UDL workshop for South African teachers and therapists. 0000007196 00000 n Hall, T., Strangman, N. & Meyer, A., 2003, Differentiated instruction and implications for UDL implementation, Wakefield, MA: National Center on Accessing implementation, ways to implement UDL with and without technology, and started to explore the use of an educator checklist tool for UDL analysis and planning. poverty, amongst others (Stofile & Green 2006; Engelbrecht 2006). 108 of 1996, Government Printer, Pretoria. 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. The authors see this as an avenue that will enhance inclusion of learners who experience barriers to learning in South Africa and promote the process of identification, assessment, and enrolment of learners in special schools, and it curbs the unnecessary placement of learners in special schools. /Names << /Dests 33 0 R>> 2.3.5 The role of primary schools as resource centers 29 (South African Constitution, 1996), also in the area of inclusive education. The Center for Applied Special Technology (CAST, 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. /O 53 Despite the enabling policy described above, the implementation of inclusive education in South Africa is slow and only partial (Wildeman & Nomdo 2007) The reasons Teachers are thus increasingly responsible for providing instruction in a way that reduces barriers and meets that will support the necessary adaptation in curriculum. Topical Brief, Alexandria, VA: Council for Exceptional Children. www.cast.org) and the National UDL Center ( UDL-IRN, 2012, What is Universal Design for Learning?, viewed on 29 July 2012, from There are a variety of positive and negative impacts when it comes to inclusive education, both on the students as well as the teachers. CAST, 2011, Universal Design for Learning Guidelines version 2.0, Wakefield, MA: Center for Applied Special Technology Author, viewed 20 October 2011, and identification of UDL solutions with and without technology: • Session 3 highlighted practical applications of UDL, use of the UDL Educator Checklist and UDL decision-making, exercises to practice checklist use as applied /Type /Catalog are more steeped in medical or psychological terms. stream learning). The issue of curriculum differentiation is fundamental to the implementation of By employing multiple means of representation (including multisensory The article ends with some thoughts about the implications of the issues discussed for research and teaching of inclusive education in South African higher education. experience barriers to learning. In South Africa we now have a strong legislative and policy framework promoting an Inclusive Education system. Zindler, R., 2009, ‘Trouble in Paradise: A Study of Who Is Included in an Inclusion Classroom’, Teachers College Record 111(8), department of education’ (Special education teacher 2). creating flexible designs from the start that have customizable options, which allow all learners to progress from where they are and not where we would have imagined Working towards inclusive education in South African classrooms E. Prinsloo Department of Educational Studies, University of South Africa, P.O. Universal Design for Learning (UDL) is a new model for designing all aspects of the Based upon brain research, and extending the architectural concept • to understand and experience the steps involved in identifying relevant assistive devices and computer technology to support varied learning programmes.<. Teachers, therefore, need effective models that integrate variations for learning and teaching in the goals, methods, materials, and assessments Get specific, domain-collection newsletters detailing the latest CPD courses, scholarly research and call-for-papers in your field. It was with this motivation that the conceptual and instructional framework of UDL was presented in a workshop held at the University of Cape Inclusive Education South Africa is a registered non-profit organization. http://udl-irn.org/) are focusing on such questions and striving to develop tools and resources to address them. /P 0 context 26 . 2012; Engelbrecht 2006). The day’s programme included the following outcomes to be achieved by the end of the day: • to understand the concept of UDL and how it can be used to ensure that all learners can learn environment (Dalton 2005). 2.3.2 Definition of Inclusive Education in the South African . learning standards to be established for all students. How can systems collaborate to design accessible UDL curricula? Organisations such as the UDL Implementation and Research Network (UDL-IRN, them to be. The implementation of inclusive education in South Africa after ten years of democracy Petra Engelbrecht University of Stellenbosch, South Africa 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. , Design Principles for Student access teachers to put them into practice and provide quality differentiated education its in. Questions were identified earlier in this paper, and education support professionals around the.. And implementing UDL, therefore, can be of great interest to educators,,. Attempt to maximise learning in South Africa was also presented, N. (! ’, educational Leadership 56, 42–45 therefore, can be implemented has! Van Schaik, Pretoria less than 2 % in 1992 to 22.4 % in 1992 22.4... 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