Reconceptualising teacher education for teachers of learners with severe to profound disabilities

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dc.contributor.authorMcKenzie, Judith
dc.contributor.authorKelly, Jane
dc.contributor.authorMoodley, Trevor
dc.date.accessioned2023-04-12T09:06:12Z
dc.date.available2023-04-12T09:06:12Z
dc.date.issued2023
dc.description.abstractThis 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.en_US
dc.identifier.citationMcKenzie, 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/10.1080/13603116.2020.1837266en_US
dc.identifier.issn1464-5173
dc.identifier.urihttps://doi.org/10.1080/13603116.2020.1837266
dc.identifier.urihttp://hdl.handle.net/10566/8762
dc.language.isoenen_US
dc.publisherTaylor and Francis Groupen_US
dc.subjectTeacher educationen_US
dc.subjectTeaching and Learningen_US
dc.subjectDisabilityen_US
dc.subjectInclusive educationen_US
dc.subjectSouth Africaen_US
dc.titleReconceptualising teacher education for teachers of learners with severe to profound disabilitiesen_US
dc.typeArticleen_US

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