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The development of education for learners with diverse learning needs in the South African context: A bio-ecological systems analysis

BACKGROUND: Prior to 1994, special education in South Africa was marginalised and fragmented; therefore, the new democratic government promoted inclusive education as a means to transform education in general and diverse education in particular. However, transformation in diverse education is seemin...

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Detalles Bibliográficos
Autores principales: Smit, Suegnet, Preston, Lynn D., Hay, Johnnie
Formato: Online Artículo Texto
Lenguaje:English
Publicado: AOSIS 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7057737/
https://www.ncbi.nlm.nih.gov/pubmed/32158644
http://dx.doi.org/10.4102/ajod.v9i0.670
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author Smit, Suegnet
Preston, Lynn D.
Hay, Johnnie
author_facet Smit, Suegnet
Preston, Lynn D.
Hay, Johnnie
author_sort Smit, Suegnet
collection PubMed
description BACKGROUND: Prior to 1994, special education in South Africa was marginalised and fragmented; therefore, the new democratic government promoted inclusive education as a means to transform education in general and diverse education in particular. However, transformation in diverse education is seemingly moving forward at a snail’s pace – too slow to benefit all learners experiencing barriers to learning and development. OBJECTIVES: This article serves a dual purpose: firstly, to apply a bio-ecological approach to highlight the historic development of diverse education and, secondly, to explore the interactive processes within the systemic levels in the South African education system, which affects the learner on the person dimension of the bio-ecological approach. METHOD: A document analysis approach was utilised to collect information by exploring a large body of research literature, which included academic articles, reports, policies and policy reviews. Data were categorised within the systems of the bio-ecological model to determine successes and challenges at each level. RESULTS: Results from the bio-ecological systems analysis of related literature revealed not only many successes but also many challenges that inhibit change, growth and development in the South African education system, even more so for children experiencing barriers to learning. CONCLUSION: The transformation process of change from what was to what should be, regarding diverse education, seems to be stuck at what is and not moving forward to what could be. It has not transformed significantly enough to fill the gap between reality and the envisaged aim or dream of quality education for all.
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spelling pubmed-70577372020-03-10 The development of education for learners with diverse learning needs in the South African context: A bio-ecological systems analysis Smit, Suegnet Preston, Lynn D. Hay, Johnnie Afr J Disabil Original Research BACKGROUND: Prior to 1994, special education in South Africa was marginalised and fragmented; therefore, the new democratic government promoted inclusive education as a means to transform education in general and diverse education in particular. However, transformation in diverse education is seemingly moving forward at a snail’s pace – too slow to benefit all learners experiencing barriers to learning and development. OBJECTIVES: This article serves a dual purpose: firstly, to apply a bio-ecological approach to highlight the historic development of diverse education and, secondly, to explore the interactive processes within the systemic levels in the South African education system, which affects the learner on the person dimension of the bio-ecological approach. METHOD: A document analysis approach was utilised to collect information by exploring a large body of research literature, which included academic articles, reports, policies and policy reviews. Data were categorised within the systems of the bio-ecological model to determine successes and challenges at each level. RESULTS: Results from the bio-ecological systems analysis of related literature revealed not only many successes but also many challenges that inhibit change, growth and development in the South African education system, even more so for children experiencing barriers to learning. CONCLUSION: The transformation process of change from what was to what should be, regarding diverse education, seems to be stuck at what is and not moving forward to what could be. It has not transformed significantly enough to fill the gap between reality and the envisaged aim or dream of quality education for all. AOSIS 2020-02-10 /pmc/articles/PMC7057737/ /pubmed/32158644 http://dx.doi.org/10.4102/ajod.v9i0.670 Text en © 2020. The Authors https://creativecommons.org/licenses/by/4.0/ Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.
spellingShingle Original Research
Smit, Suegnet
Preston, Lynn D.
Hay, Johnnie
The development of education for learners with diverse learning needs in the South African context: A bio-ecological systems analysis
title The development of education for learners with diverse learning needs in the South African context: A bio-ecological systems analysis
title_full The development of education for learners with diverse learning needs in the South African context: A bio-ecological systems analysis
title_fullStr The development of education for learners with diverse learning needs in the South African context: A bio-ecological systems analysis
title_full_unstemmed The development of education for learners with diverse learning needs in the South African context: A bio-ecological systems analysis
title_short The development of education for learners with diverse learning needs in the South African context: A bio-ecological systems analysis
title_sort development of education for learners with diverse learning needs in the south african context: a bio-ecological systems analysis
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7057737/
https://www.ncbi.nlm.nih.gov/pubmed/32158644
http://dx.doi.org/10.4102/ajod.v9i0.670
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