Reconceptualising education support services in South Africa / / edited by Johnnie Hay, Macalane Malindi, Thabo Makhalemele.
Inclusive education has been phased in in South Africa since 2001, but relies heavily upon adequate support services to support learners and teachers experiencing barriers to learning and development. This book focuses on the different levels of support provided in South African education - from Sch...
Saved in:
TeilnehmendeR: | |
---|---|
Place / Publishing House: | Cape Town, South Africa : : AOSIS,, 2021. |
Year of Publication: | 2021 |
Language: | English |
Physical Description: | 1 online resource (452 pages) |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
LEADER | 01952nam a2200337 i 4500 | ||
---|---|---|---|
001 | 993603659004498 | ||
005 | 20230517002335.0 | ||
006 | m o d | ||
007 | cr ||||||||||| | ||
008 | 230517s2021 sa o 000 0 eng d | ||
024 | 7 | |a 10.4102/aosis.2021.BK208 |2 doi | |
035 | |a (CKB)5840000000014597 | ||
035 | |a (NjHacI)995840000000014597 | ||
035 | |a (EXLCZ)995840000000014597 | ||
040 | |a NjHacI |b eng |e rda |c NjHacl | ||
043 | |a f-sa--- | ||
050 | 4 | |a LC1203.S6 |b .R436 2021 | |
082 | 0 | 4 | |a 371.90460968 |2 23 |
245 | 0 | 0 | |a Reconceptualising education support services in South Africa / |c edited by Johnnie Hay, Macalane Malindi, Thabo Makhalemele. |
264 | 1 | |a Cape Town, South Africa : |b AOSIS, |c 2021. | |
300 | |a 1 online resource (452 pages) | ||
336 | |a text |b txt |2 rdacontent | ||
337 | |a computer |b c |2 rdamedia | ||
338 | |a online resource |b cr |2 rdacarrier | ||
588 | |a Description based on publisher supplied metadata and other sources. | ||
520 | |a Inclusive education has been phased in in South Africa since 2001, but relies heavily upon adequate support services to support learners and teachers experiencing barriers to learning and development. This book focuses on the different levels of support provided in South African education - from School-based Support Teams to District-based Support Teams through to special and full-service schools, and how these could be reconceptualised to provide improved support to learners and teachers. Current research indicates that inclusive education is being implemented in varied and fragmented forms across the country, and the point of departure of this work is that education support services need to be improved and reconceptualised to ensure better support for inclusive education. | ||
650 | 0 | |a Inclusive education |z South Africa. | |
650 | 0 | |a Special education |z South Africa. | |
776 | |z 1-77634-204-6 | ||
700 | 1 | |a Hay, Johnnie, |e editor. | |
700 | 1 | |a Malindi, Macalane Junel, |e editor. | |
700 | 1 | |a Makhalemele, Thabo, |e editor. | |
906 | |a BOOK | ||
ADM | |b 2023-06-09 11:11:23 Europe/Vienna |f System |c marc21 |a 2022-04-02 22:03:30 Europe/Vienna |g false | ||
AVE | |i DOAB Directory of Open Access Books |P DOAB Directory of Open Access Books |x https://eu02.alma.exlibrisgroup.com/view/uresolver/43ACC_OEAW/openurl?u.ignore_date_coverage=true&portfolio_pid=5337879310004498&Force_direct=true |Z 5337879310004498 |b Available |8 5337879310004498 |