Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners
Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given i...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Nazia Abdoula-Dhuny [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2021 |
|---|
| Schlagwörter: |
behavioural challenges of children with special education needs |
|---|
| Übergeordnetes Werk: |
In: African Journal of Teacher Education - Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019, 10(2021), 2, Seite 97-120 |
|---|---|
| Übergeordnetes Werk: |
volume:10 ; year:2021 ; number:2 ; pages:97-120 |
| Links: |
|---|
| DOI / URN: |
10.21083/ajote.v10i2.6746 |
|---|
| Katalog-ID: |
DOAJ026221713 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | DOAJ026221713 | ||
| 003 | DE-627 | ||
| 005 | 20230503002725.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230226s2021 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.21083/ajote.v10i2.6746 |2 doi | |
| 035 | |a (DE-627)DOAJ026221713 | ||
| 035 | |a (DE-599)DOAJ01800002af6b471387f78599bb10c7f0 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 100 | 0 | |a Nazia Abdoula-Dhuny |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners |
| 264 | 1 | |c 2021 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given its novelty in Mauritius, IE implementation is not fully understood. The purpose of the study was to explore the perceptions of secondary school educational practitioners on certain aspects of inclusive education, namely the academic profile of students with special education needs encountered by secondary school educators and rectors, the difficulties faced when dealing with them, and the barriers and enablers to inclusive education. It involved a quantitative descriptive research design. Data were collected from 588 secondary educators and 42 rectors using a specifically designed questionnaire. Following the analysis of data, respondents confirmed the presence of children with special education needs in their classrooms. While respondents indicated that the majority of students with special education needs had an academic profile of the same level of age-matched peers, they reported difficulties encountered with these learners in terms of deficits in attention, participation and behavioural problems. The main barriers identified were the lack of training in special education and the lack of proper infrastructure. Findings revealed training and knowledge in special education, the availability of proper infrastructure, support in terms of teaching aids, specialised equipment and teaching assistants as the main enabling factors. Training is therefore recommended to build competency of educators and rectors in inclusive practices. Appropriate infrastructure and support in terms of educational materials and support personnel should also be provided. | ||
| 650 | 4 | |a inclusive education | |
| 650 | 4 | |a special education needs | |
| 650 | 4 | |a behavioural challenges of children with special education needs | |
| 650 | 4 | |a barriers | |
| 650 | 4 | |a enablers | |
| 653 | 0 | |a Education | |
| 653 | 0 | |a L | |
| 773 | 0 | 8 | |i In |t African Journal of Teacher Education |d Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019 |g 10(2021), 2, Seite 97-120 |w (DE-627)683371975 |w (DE-600)2646283-7 |x 19167822 |7 nnns |
| 773 | 1 | 8 | |g volume:10 |g year:2021 |g number:2 |g pages:97-120 |
| 856 | 4 | 0 | |u https://doi.org/10.21083/ajote.v10i2.6746 |z kostenfrei |
| 856 | 4 | 0 | |u https://doaj.org/article/01800002af6b471387f78599bb10c7f0 |z kostenfrei |
| 856 | 4 | 0 | |u https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6746 |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/1916-7822 |y Journal toc |z kostenfrei |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_DOAJ | ||
| 912 | |a SSG-OLC-PHA | ||
| 912 | |a GBV_ILN_11 | ||
| 912 | |a GBV_ILN_20 | ||
| 912 | |a GBV_ILN_22 | ||
| 912 | |a GBV_ILN_23 | ||
| 912 | |a GBV_ILN_24 | ||
| 912 | |a GBV_ILN_39 | ||
| 912 | |a GBV_ILN_40 | ||
| 912 | |a GBV_ILN_60 | ||
| 912 | |a GBV_ILN_62 | ||
| 912 | |a GBV_ILN_63 | ||
| 912 | |a GBV_ILN_65 | ||
| 912 | |a GBV_ILN_69 | ||
| 912 | |a GBV_ILN_70 | ||
| 912 | |a GBV_ILN_73 | ||
| 912 | |a GBV_ILN_74 | ||
| 912 | |a GBV_ILN_95 | ||
| 912 | |a GBV_ILN_105 | ||
| 912 | |a GBV_ILN_110 | ||
| 912 | |a GBV_ILN_151 | ||
| 912 | |a GBV_ILN_161 | ||
| 912 | |a GBV_ILN_213 | ||
| 912 | |a GBV_ILN_230 | ||
| 912 | |a GBV_ILN_285 | ||
| 912 | |a GBV_ILN_293 | ||
| 912 | |a GBV_ILN_370 | ||
| 912 | |a GBV_ILN_602 | ||
| 912 | |a GBV_ILN_2014 | ||
| 912 | |a GBV_ILN_2044 | ||
| 912 | |a GBV_ILN_2086 | ||
| 912 | |a GBV_ILN_4012 | ||
| 912 | |a GBV_ILN_4037 | ||
| 912 | |a GBV_ILN_4112 | ||
| 912 | |a GBV_ILN_4125 | ||
| 912 | |a GBV_ILN_4126 | ||
| 912 | |a GBV_ILN_4249 | ||
| 912 | |a GBV_ILN_4305 | ||
| 912 | |a GBV_ILN_4306 | ||
| 912 | |a GBV_ILN_4307 | ||
| 912 | |a GBV_ILN_4313 | ||
| 912 | |a GBV_ILN_4322 | ||
| 912 | |a GBV_ILN_4323 | ||
| 912 | |a GBV_ILN_4324 | ||
| 912 | |a GBV_ILN_4325 | ||
| 912 | |a GBV_ILN_4326 | ||
| 912 | |a GBV_ILN_4338 | ||
| 912 | |a GBV_ILN_4367 | ||
| 912 | |a GBV_ILN_4700 | ||
| 951 | |a AR | ||
| 952 | |d 10 |j 2021 |e 2 |h 97-120 | ||
| author_variant |
n a d nad |
|---|---|
| matchkey_str |
article:19167822:2021----::aresnealrticuiedctoimuiisecpinoscnayc |
| hierarchy_sort_str |
2021 |
| publishDate |
2021 |
| allfields |
10.21083/ajote.v10i2.6746 doi (DE-627)DOAJ026221713 (DE-599)DOAJ01800002af6b471387f78599bb10c7f0 DE-627 ger DE-627 rakwb eng Nazia Abdoula-Dhuny verfasserin aut Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given its novelty in Mauritius, IE implementation is not fully understood. The purpose of the study was to explore the perceptions of secondary school educational practitioners on certain aspects of inclusive education, namely the academic profile of students with special education needs encountered by secondary school educators and rectors, the difficulties faced when dealing with them, and the barriers and enablers to inclusive education. It involved a quantitative descriptive research design. Data were collected from 588 secondary educators and 42 rectors using a specifically designed questionnaire. Following the analysis of data, respondents confirmed the presence of children with special education needs in their classrooms. While respondents indicated that the majority of students with special education needs had an academic profile of the same level of age-matched peers, they reported difficulties encountered with these learners in terms of deficits in attention, participation and behavioural problems. The main barriers identified were the lack of training in special education and the lack of proper infrastructure. Findings revealed training and knowledge in special education, the availability of proper infrastructure, support in terms of teaching aids, specialised equipment and teaching assistants as the main enabling factors. Training is therefore recommended to build competency of educators and rectors in inclusive practices. Appropriate infrastructure and support in terms of educational materials and support personnel should also be provided. inclusive education special education needs behavioural challenges of children with special education needs barriers enablers Education L In African Journal of Teacher Education Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019 10(2021), 2, Seite 97-120 (DE-627)683371975 (DE-600)2646283-7 19167822 nnns volume:10 year:2021 number:2 pages:97-120 https://doi.org/10.21083/ajote.v10i2.6746 kostenfrei https://doaj.org/article/01800002af6b471387f78599bb10c7f0 kostenfrei https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6746 kostenfrei https://doaj.org/toc/1916-7822 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2021 2 97-120 |
| spelling |
10.21083/ajote.v10i2.6746 doi (DE-627)DOAJ026221713 (DE-599)DOAJ01800002af6b471387f78599bb10c7f0 DE-627 ger DE-627 rakwb eng Nazia Abdoula-Dhuny verfasserin aut Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given its novelty in Mauritius, IE implementation is not fully understood. The purpose of the study was to explore the perceptions of secondary school educational practitioners on certain aspects of inclusive education, namely the academic profile of students with special education needs encountered by secondary school educators and rectors, the difficulties faced when dealing with them, and the barriers and enablers to inclusive education. It involved a quantitative descriptive research design. Data were collected from 588 secondary educators and 42 rectors using a specifically designed questionnaire. Following the analysis of data, respondents confirmed the presence of children with special education needs in their classrooms. While respondents indicated that the majority of students with special education needs had an academic profile of the same level of age-matched peers, they reported difficulties encountered with these learners in terms of deficits in attention, participation and behavioural problems. The main barriers identified were the lack of training in special education and the lack of proper infrastructure. Findings revealed training and knowledge in special education, the availability of proper infrastructure, support in terms of teaching aids, specialised equipment and teaching assistants as the main enabling factors. Training is therefore recommended to build competency of educators and rectors in inclusive practices. Appropriate infrastructure and support in terms of educational materials and support personnel should also be provided. inclusive education special education needs behavioural challenges of children with special education needs barriers enablers Education L In African Journal of Teacher Education Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019 10(2021), 2, Seite 97-120 (DE-627)683371975 (DE-600)2646283-7 19167822 nnns volume:10 year:2021 number:2 pages:97-120 https://doi.org/10.21083/ajote.v10i2.6746 kostenfrei https://doaj.org/article/01800002af6b471387f78599bb10c7f0 kostenfrei https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6746 kostenfrei https://doaj.org/toc/1916-7822 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2021 2 97-120 |
| allfields_unstemmed |
10.21083/ajote.v10i2.6746 doi (DE-627)DOAJ026221713 (DE-599)DOAJ01800002af6b471387f78599bb10c7f0 DE-627 ger DE-627 rakwb eng Nazia Abdoula-Dhuny verfasserin aut Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given its novelty in Mauritius, IE implementation is not fully understood. The purpose of the study was to explore the perceptions of secondary school educational practitioners on certain aspects of inclusive education, namely the academic profile of students with special education needs encountered by secondary school educators and rectors, the difficulties faced when dealing with them, and the barriers and enablers to inclusive education. It involved a quantitative descriptive research design. Data were collected from 588 secondary educators and 42 rectors using a specifically designed questionnaire. Following the analysis of data, respondents confirmed the presence of children with special education needs in their classrooms. While respondents indicated that the majority of students with special education needs had an academic profile of the same level of age-matched peers, they reported difficulties encountered with these learners in terms of deficits in attention, participation and behavioural problems. The main barriers identified were the lack of training in special education and the lack of proper infrastructure. Findings revealed training and knowledge in special education, the availability of proper infrastructure, support in terms of teaching aids, specialised equipment and teaching assistants as the main enabling factors. Training is therefore recommended to build competency of educators and rectors in inclusive practices. Appropriate infrastructure and support in terms of educational materials and support personnel should also be provided. inclusive education special education needs behavioural challenges of children with special education needs barriers enablers Education L In African Journal of Teacher Education Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019 10(2021), 2, Seite 97-120 (DE-627)683371975 (DE-600)2646283-7 19167822 nnns volume:10 year:2021 number:2 pages:97-120 https://doi.org/10.21083/ajote.v10i2.6746 kostenfrei https://doaj.org/article/01800002af6b471387f78599bb10c7f0 kostenfrei https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6746 kostenfrei https://doaj.org/toc/1916-7822 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2021 2 97-120 |
| allfieldsGer |
10.21083/ajote.v10i2.6746 doi (DE-627)DOAJ026221713 (DE-599)DOAJ01800002af6b471387f78599bb10c7f0 DE-627 ger DE-627 rakwb eng Nazia Abdoula-Dhuny verfasserin aut Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given its novelty in Mauritius, IE implementation is not fully understood. The purpose of the study was to explore the perceptions of secondary school educational practitioners on certain aspects of inclusive education, namely the academic profile of students with special education needs encountered by secondary school educators and rectors, the difficulties faced when dealing with them, and the barriers and enablers to inclusive education. It involved a quantitative descriptive research design. Data were collected from 588 secondary educators and 42 rectors using a specifically designed questionnaire. Following the analysis of data, respondents confirmed the presence of children with special education needs in their classrooms. While respondents indicated that the majority of students with special education needs had an academic profile of the same level of age-matched peers, they reported difficulties encountered with these learners in terms of deficits in attention, participation and behavioural problems. The main barriers identified were the lack of training in special education and the lack of proper infrastructure. Findings revealed training and knowledge in special education, the availability of proper infrastructure, support in terms of teaching aids, specialised equipment and teaching assistants as the main enabling factors. Training is therefore recommended to build competency of educators and rectors in inclusive practices. Appropriate infrastructure and support in terms of educational materials and support personnel should also be provided. inclusive education special education needs behavioural challenges of children with special education needs barriers enablers Education L In African Journal of Teacher Education Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019 10(2021), 2, Seite 97-120 (DE-627)683371975 (DE-600)2646283-7 19167822 nnns volume:10 year:2021 number:2 pages:97-120 https://doi.org/10.21083/ajote.v10i2.6746 kostenfrei https://doaj.org/article/01800002af6b471387f78599bb10c7f0 kostenfrei https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6746 kostenfrei https://doaj.org/toc/1916-7822 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2021 2 97-120 |
| allfieldsSound |
10.21083/ajote.v10i2.6746 doi (DE-627)DOAJ026221713 (DE-599)DOAJ01800002af6b471387f78599bb10c7f0 DE-627 ger DE-627 rakwb eng Nazia Abdoula-Dhuny verfasserin aut Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given its novelty in Mauritius, IE implementation is not fully understood. The purpose of the study was to explore the perceptions of secondary school educational practitioners on certain aspects of inclusive education, namely the academic profile of students with special education needs encountered by secondary school educators and rectors, the difficulties faced when dealing with them, and the barriers and enablers to inclusive education. It involved a quantitative descriptive research design. Data were collected from 588 secondary educators and 42 rectors using a specifically designed questionnaire. Following the analysis of data, respondents confirmed the presence of children with special education needs in their classrooms. While respondents indicated that the majority of students with special education needs had an academic profile of the same level of age-matched peers, they reported difficulties encountered with these learners in terms of deficits in attention, participation and behavioural problems. The main barriers identified were the lack of training in special education and the lack of proper infrastructure. Findings revealed training and knowledge in special education, the availability of proper infrastructure, support in terms of teaching aids, specialised equipment and teaching assistants as the main enabling factors. Training is therefore recommended to build competency of educators and rectors in inclusive practices. Appropriate infrastructure and support in terms of educational materials and support personnel should also be provided. inclusive education special education needs behavioural challenges of children with special education needs barriers enablers Education L In African Journal of Teacher Education Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019 10(2021), 2, Seite 97-120 (DE-627)683371975 (DE-600)2646283-7 19167822 nnns volume:10 year:2021 number:2 pages:97-120 https://doi.org/10.21083/ajote.v10i2.6746 kostenfrei https://doaj.org/article/01800002af6b471387f78599bb10c7f0 kostenfrei https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6746 kostenfrei https://doaj.org/toc/1916-7822 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2021 2 97-120 |
| language |
English |
| source |
In African Journal of Teacher Education 10(2021), 2, Seite 97-120 volume:10 year:2021 number:2 pages:97-120 |
| sourceStr |
In African Journal of Teacher Education 10(2021), 2, Seite 97-120 volume:10 year:2021 number:2 pages:97-120 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
inclusive education special education needs behavioural challenges of children with special education needs barriers enablers Education L |
| isfreeaccess_bool |
true |
| container_title |
African Journal of Teacher Education |
| authorswithroles_txt_mv |
Nazia Abdoula-Dhuny @@aut@@ |
| publishDateDaySort_date |
2021-01-01T00:00:00Z |
| hierarchy_top_id |
683371975 |
| id |
DOAJ026221713 |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ026221713</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230503002725.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230226s2021 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.21083/ajote.v10i2.6746</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ026221713</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ01800002af6b471387f78599bb10c7f0</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Nazia Abdoula-Dhuny</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given its novelty in Mauritius, IE implementation is not fully understood. The purpose of the study was to explore the perceptions of secondary school educational practitioners on certain aspects of inclusive education, namely the academic profile of students with special education needs encountered by secondary school educators and rectors, the difficulties faced when dealing with them, and the barriers and enablers to inclusive education. It involved a quantitative descriptive research design. Data were collected from 588 secondary educators and 42 rectors using a specifically designed questionnaire. Following the analysis of data, respondents confirmed the presence of children with special education needs in their classrooms. While respondents indicated that the majority of students with special education needs had an academic profile of the same level of age-matched peers, they reported difficulties encountered with these learners in terms of deficits in attention, participation and behavioural problems. The main barriers identified were the lack of training in special education and the lack of proper infrastructure. Findings revealed training and knowledge in special education, the availability of proper infrastructure, support in terms of teaching aids, specialised equipment and teaching assistants as the main enabling factors. Training is therefore recommended to build competency of educators and rectors in inclusive practices. Appropriate infrastructure and support in terms of educational materials and support personnel should also be provided.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">inclusive education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">special education needs</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">behavioural challenges of children with special education needs</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">barriers</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">enablers</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">African Journal of Teacher Education</subfield><subfield code="d">Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019</subfield><subfield code="g">10(2021), 2, Seite 97-120</subfield><subfield code="w">(DE-627)683371975</subfield><subfield code="w">(DE-600)2646283-7</subfield><subfield code="x">19167822</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:10</subfield><subfield code="g">year:2021</subfield><subfield code="g">number:2</subfield><subfield code="g">pages:97-120</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.21083/ajote.v10i2.6746</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/01800002af6b471387f78599bb10c7f0</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6746</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1916-7822</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-PHA</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">10</subfield><subfield code="j">2021</subfield><subfield code="e">2</subfield><subfield code="h">97-120</subfield></datafield></record></collection>
|
| author |
Nazia Abdoula-Dhuny |
| spellingShingle |
Nazia Abdoula-Dhuny misc inclusive education misc special education needs misc behavioural challenges of children with special education needs misc barriers misc enablers misc Education misc L Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners |
| authorStr |
Nazia Abdoula-Dhuny |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)683371975 |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut |
| collection |
DOAJ |
| remote_str |
true |
| illustrated |
Not Illustrated |
| issn |
19167822 |
| topic_title |
Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners inclusive education special education needs behavioural challenges of children with special education needs barriers enablers |
| topic |
misc inclusive education misc special education needs misc behavioural challenges of children with special education needs misc barriers misc enablers misc Education misc L |
| topic_unstemmed |
misc inclusive education misc special education needs misc behavioural challenges of children with special education needs misc barriers misc enablers misc Education misc L |
| topic_browse |
misc inclusive education misc special education needs misc behavioural challenges of children with special education needs misc barriers misc enablers misc Education misc L |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
African Journal of Teacher Education |
| hierarchy_parent_id |
683371975 |
| hierarchy_top_title |
African Journal of Teacher Education |
| isfreeaccess_txt |
true |
| familylinks_str_mv |
(DE-627)683371975 (DE-600)2646283-7 |
| title |
Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners |
| ctrlnum |
(DE-627)DOAJ026221713 (DE-599)DOAJ01800002af6b471387f78599bb10c7f0 |
| title_full |
Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners |
| author_sort |
Nazia Abdoula-Dhuny |
| journal |
African Journal of Teacher Education |
| journalStr |
African Journal of Teacher Education |
| lang_code |
eng |
| isOA_bool |
true |
| recordtype |
marc |
| publishDateSort |
2021 |
| contenttype_str_mv |
txt |
| container_start_page |
97 |
| author_browse |
Nazia Abdoula-Dhuny |
| container_volume |
10 |
| format_se |
Elektronische Aufsätze |
| author-letter |
Nazia Abdoula-Dhuny |
| doi_str_mv |
10.21083/ajote.v10i2.6746 |
| title_sort |
barriers and enablers to inclusive education in mauritius: perceptions of secondary school educational practitioners |
| title_auth |
Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners |
| abstract |
Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given its novelty in Mauritius, IE implementation is not fully understood. The purpose of the study was to explore the perceptions of secondary school educational practitioners on certain aspects of inclusive education, namely the academic profile of students with special education needs encountered by secondary school educators and rectors, the difficulties faced when dealing with them, and the barriers and enablers to inclusive education. It involved a quantitative descriptive research design. Data were collected from 588 secondary educators and 42 rectors using a specifically designed questionnaire. Following the analysis of data, respondents confirmed the presence of children with special education needs in their classrooms. While respondents indicated that the majority of students with special education needs had an academic profile of the same level of age-matched peers, they reported difficulties encountered with these learners in terms of deficits in attention, participation and behavioural problems. The main barriers identified were the lack of training in special education and the lack of proper infrastructure. Findings revealed training and knowledge in special education, the availability of proper infrastructure, support in terms of teaching aids, specialised equipment and teaching assistants as the main enabling factors. Training is therefore recommended to build competency of educators and rectors in inclusive practices. Appropriate infrastructure and support in terms of educational materials and support personnel should also be provided. |
| abstractGer |
Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given its novelty in Mauritius, IE implementation is not fully understood. The purpose of the study was to explore the perceptions of secondary school educational practitioners on certain aspects of inclusive education, namely the academic profile of students with special education needs encountered by secondary school educators and rectors, the difficulties faced when dealing with them, and the barriers and enablers to inclusive education. It involved a quantitative descriptive research design. Data were collected from 588 secondary educators and 42 rectors using a specifically designed questionnaire. Following the analysis of data, respondents confirmed the presence of children with special education needs in their classrooms. While respondents indicated that the majority of students with special education needs had an academic profile of the same level of age-matched peers, they reported difficulties encountered with these learners in terms of deficits in attention, participation and behavioural problems. The main barriers identified were the lack of training in special education and the lack of proper infrastructure. Findings revealed training and knowledge in special education, the availability of proper infrastructure, support in terms of teaching aids, specialised equipment and teaching assistants as the main enabling factors. Training is therefore recommended to build competency of educators and rectors in inclusive practices. Appropriate infrastructure and support in terms of educational materials and support personnel should also be provided. |
| abstract_unstemmed |
Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given its novelty in Mauritius, IE implementation is not fully understood. The purpose of the study was to explore the perceptions of secondary school educational practitioners on certain aspects of inclusive education, namely the academic profile of students with special education needs encountered by secondary school educators and rectors, the difficulties faced when dealing with them, and the barriers and enablers to inclusive education. It involved a quantitative descriptive research design. Data were collected from 588 secondary educators and 42 rectors using a specifically designed questionnaire. Following the analysis of data, respondents confirmed the presence of children with special education needs in their classrooms. While respondents indicated that the majority of students with special education needs had an academic profile of the same level of age-matched peers, they reported difficulties encountered with these learners in terms of deficits in attention, participation and behavioural problems. The main barriers identified were the lack of training in special education and the lack of proper infrastructure. Findings revealed training and knowledge in special education, the availability of proper infrastructure, support in terms of teaching aids, specialised equipment and teaching assistants as the main enabling factors. Training is therefore recommended to build competency of educators and rectors in inclusive practices. Appropriate infrastructure and support in terms of educational materials and support personnel should also be provided. |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 |
| container_issue |
2 |
| title_short |
Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners |
| url |
https://doi.org/10.21083/ajote.v10i2.6746 https://doaj.org/article/01800002af6b471387f78599bb10c7f0 https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6746 https://doaj.org/toc/1916-7822 |
| remote_bool |
true |
| ppnlink |
683371975 |
| mediatype_str_mv |
c |
| isOA_txt |
true |
| hochschulschrift_bool |
false |
| doi_str |
10.21083/ajote.v10i2.6746 |
| up_date |
2024-07-03T19:44:16.198Z |
| _version_ |
1803588317949722624 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ026221713</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230503002725.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230226s2021 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.21083/ajote.v10i2.6746</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ026221713</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ01800002af6b471387f78599bb10c7f0</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Nazia Abdoula-Dhuny</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given its novelty in Mauritius, IE implementation is not fully understood. The purpose of the study was to explore the perceptions of secondary school educational practitioners on certain aspects of inclusive education, namely the academic profile of students with special education needs encountered by secondary school educators and rectors, the difficulties faced when dealing with them, and the barriers and enablers to inclusive education. It involved a quantitative descriptive research design. Data were collected from 588 secondary educators and 42 rectors using a specifically designed questionnaire. Following the analysis of data, respondents confirmed the presence of children with special education needs in their classrooms. While respondents indicated that the majority of students with special education needs had an academic profile of the same level of age-matched peers, they reported difficulties encountered with these learners in terms of deficits in attention, participation and behavioural problems. The main barriers identified were the lack of training in special education and the lack of proper infrastructure. Findings revealed training and knowledge in special education, the availability of proper infrastructure, support in terms of teaching aids, specialised equipment and teaching assistants as the main enabling factors. Training is therefore recommended to build competency of educators and rectors in inclusive practices. Appropriate infrastructure and support in terms of educational materials and support personnel should also be provided.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">inclusive education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">special education needs</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">behavioural challenges of children with special education needs</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">barriers</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">enablers</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">African Journal of Teacher Education</subfield><subfield code="d">Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019</subfield><subfield code="g">10(2021), 2, Seite 97-120</subfield><subfield code="w">(DE-627)683371975</subfield><subfield code="w">(DE-600)2646283-7</subfield><subfield code="x">19167822</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:10</subfield><subfield code="g">year:2021</subfield><subfield code="g">number:2</subfield><subfield code="g">pages:97-120</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.21083/ajote.v10i2.6746</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/01800002af6b471387f78599bb10c7f0</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6746</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1916-7822</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-PHA</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">10</subfield><subfield code="j">2021</subfield><subfield code="e">2</subfield><subfield code="h">97-120</subfield></datafield></record></collection>
|
| score |
7.400405 |