000			02011nam a22002657a 4500
003			ZW-GwMSU
005			20210423115723.0
008			210421b ||||| |||| 00| 0 eng d
022			_a18146627
040			_aMSU _cMSU _erda
100	1		_aMotala, Rashid _eauthor
245	1	0	_aAttitudes of department of education district officials towards inclusive education in South African primary schools / _ccreated by Rashid Motala
264			_aPretoria: _bUNISA Press and Routledge _c2015
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica Education Review _vVolume 12 , number 4 ,
520			_aSince the inception of inclusive education (IE) much energy has focused on educators and learners. This study addresses a gap in literature by analysing an important component of the transformation process in the South African educational landscape – Department of Education (DoE) district-based officials. This descriptive research project conducted in Pinetown, KwaZulu- Natal, studied the attitudes of officials towards the inclusion of learners with learning difficulties at mainstream primary schools. The results indicated that respondents generally held positive attitudes towards inclusion and that five demographic characteristics of district officials are significant predictors of positive attitudes towards IE: training in the field of IE; experience in teaching learners with disabilities; contact with people with disabilities; knowledge of White Paper 6 (WP6); and the official's workstation. Finally, the study found that officials were alarmed that as many as 10 selected school-based factors could collectively impede the successful implementation of IE.
650	4		_aAttitudes _xDistrict officials
650			_aInclusive education _zSouth Africa
700	1		_aGovender, Sumeshni _eauthor
700	1		_aNzima, Dumisani _eauthor
856			_uhttps://doi.org/10.1080/18146627.2015.1112129
942			_2lcc _cJA
999			_c156607 _d156607