The State of Inclusive Pedagogy in South Africa: A Literature Review

Makoelle, Tsediso

dc.contributor.author	Makoelle, Tsediso
dc.date.accessioned	2016-11-18T06:05:36Z
dc.date.available	2016-11-18T06:05:36Z
dc.date.issued	2012
dc.identifier.citation	Makoelle, Tsediso (2012) The State of Inclusive Pedagogy in South Africa: A Literature Review. The Journal of Sociology and Social Anthropology. 3(2): 93-102	ru_RU
dc.identifier.uri	http://nur.nu.edu.kz/handle/123456789/1883
dc.description.abstract	The states of inclusive pedagogy in South African schools remain bleak and teachers are in the dark about what constitutes an inclusive pedagogy in the South African context. This is despite policy changes since the advent of the new educational dispensation in 1994. In this review article the researcher presents the background in terms of inclusive education developments, both within historical and policy contexts.	ru_RU
dc.language.iso	en	ru_RU
dc.publisher	The Journal of Sociology and Social Anthropology	ru_RU
dc.rights	Attribution-NonCommercial-ShareAlike 3.0 United States	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-sa/3.0/us/	*
dc.subject	inclusive teaching	ru_RU
dc.subject	inclusion	ru_RU
dc.subject	barriers to learning	ru_RU
dc.subject	pedagogic practice	ru_RU
dc.subject	behavioral teaching	ru_RU
dc.subject	Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education	ru_RU
dc.title	The State of Inclusive Pedagogy in South Africa: A Literature Review	ru_RU
dc.type	Article	ru_RU