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.

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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