Reconceptualising teacher education for teachers of learners with severe to profound disabilities
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Date
2023
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor and Francis Group
Abstract
This paper considers teacher education for teachers of learners withsevere to profound disabilities (SPD) in South Africa, in both formaland non-formal learning programmes within a disability studies ineducation framework. Qualitative data were collected from a rangeof education stakeholders including non-governmental (NGOs) anddisabled people organisations (DPOs). Based on a thematic analysis,findings show limited pre-service teacher education programmesfocused on teaching learners with SPD. In-service teacher trainingthrough education departments and NGOs and DPOs, is usuallythrough basic short courses or workshops and are notcomplemented by on-going support.
Description
Keywords
Teacher education, Teaching and Learning, Disability, Inclusive education, South Africa
Citation
McKenzie, J. et al. (2023). Reconceptualising teacher education for teachers of learners with severe to profound disabilities. International Journal of Inclusive Education, 27(2), 205–220. https://doi.org/10.1080/13603116.2020.1837266