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Re-theorising inclusion and reframing inclusive practice in physical education

PENNEY, Dawn
JEANES, Ruth
O'CONNOR, Justen
ALFREY, Laura
2017

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Inclusion remains a key political agenda for education internationally and is a matter that teachers across subject communities and phases of education are challenged to respond to. In physical education specifically, research continues to highlight that current practice often reaffirms rather than challenges established inequities. This paper critically explores the understandings of inclusion that contribute to this situation and addresses the challenge of advancing inclusion in physical education from conceptual and pedagogical viewpoints. DeLuca’s [(2013). “Toward an Interdisciplinary Framework for Educational Inclusivity.” Canadian Journal of Education 36 (1): 305–348] conceptualisation of normative, integrative, dialogical and transgressive approaches to inclusion is employed as a basis for critical analysis of current practice and for thinking afresh about inclusive practice in physical education in relation to curriculum, pedagogy and assessment. Analysis informs the presentation of a set of principles that are designed to assist teachers and teacher educators to transform inclusive practice in physical education and in doing so, realise visions for physical education that are articulated in international policy guidelines and contemporary curriculum developments.

Adaptation of the curriculum for the inclusion of learners with special education needs in selected primary schools in the Fort Beaufort District

ADEWUMI, Toyin M.
REMBE, Symphorosa
SHUMBA, Jenny
AKINYEMI, Adeola
2017

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Background: There is need for ‘high-quality’ teachers who are equipped to meet the needs of all learners through provision of education for an inclusive society according to equal opportunities to all.


Objective: This paper investigates pockets of good practice in the adaptation of the curriculum for the inclusion of learners with special education needs (SEN) in selected primary schools in the Fort Beaufort District.


Method: The study adopted a qualitative research approach and employed a case study design. Eight teachers and 10 principals from 10 selected primary schools, 4 education district officials and 1 provincial official were interviewed. Purposive sampling was used to select the participants. Data were collected using document analysis and semi-structured interviews and were analysed thematically.


Result: The study established that teachers use methods relating to different teaching strategies, individual work, group work and extra work.


Conclusion: It was concluded that there are pockets of good practice of inclusion policy such as the use of different teaching strategies, individual work, group work and extra work for inclusion of learners with SEN in some of the selected primary schools in the poor rural context. The paper recommends adequate training for teachers in curriculum adaptation in order for all teachers to accommodate learners with SEN.

Access to curriculum for students with disabilities at higher education institutions: How does the National University of Lesotho fare?

MOSIA, Paseka A.
PHASHA, Nareadi
2017

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Background: Creating access to curricula at institutions of higher education for students with disabilities requires a concerted effort from management and other key stakeholders to identify students’ needs and create opportunities for success.
Objectives: This paper presents the findings of a study which examined students with disabilities’ access to curricula at a higher education institution in Lesotho.


Method: Data for this qualitative study were collected using three methods: in-depth interviews, focus group discussions and document analysis. Eleven students with various types of impairments and 15 academic and non-academic staff members currently working in close proximity to students with disabilities participated in this study.


Results: The findings reveal inconsistencies between the institution’s admission policy of non-discrimination according to disability status and its practices. These inconsistencies are discussed under the following themes: (1) access at admission level, (2) management of disability data, (3) support by the special education unit, (4) teaching strategies, (5) support by lecturers, (6) availability of assistive technology, (7) special concessions and (8) students’ coping mechanisms.


Conclusion: We recommend that a clear policy concerning the support of students with disabilities be developed with the following aims: guide decisions on how disability data should be used, define roles that different university departments must play in facilitating access to curricula for all students, influence suitable development of teaching and learning resources, stimulate research on success and completion rates of students with disabilities and mandate restructuring of programmes that are currently inaccessible to students with disabilities. Key stakeholders, including students with disabilities, disabled persons’ organisations, disability rights activists, and staff should be involved in such policy design.

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