Implementing inclusive educational practices through partnerships

Abstract

This study reports on work in progress of a partnership between the University of Stellenbosch and three rural schools in a disadvantaged community, focused on the development of inclusive educational practices such as teaching, assessment and support in inclusive education. Recognizing the changing needs of the teaching profession and consequently the changing needs of pre-service educators, this project was conceived as providing a structured arrangement to facilitate learning in a field based setting. Keeping within the University's mission of teaching, research and service learning, this partnership of critical engagement has been seen as an opportunity for students to engage in service learning that enhance student learning, advance community development and respond to social issues and concerns. The study reveals the need to acknowledge barriers which have implications for the planning, expectations and effectiveness of implementing inclusive education in this specific context.


South African Journal of Higher Education Vol.16(3) 2002: 31-37