| dc.contributor.author | McKenzie, Judith | |
| dc.contributor.author | Kelly, Jane | |
| dc.contributor.author | Moodley, Trevor | |
| dc.date.accessioned | 2023-04-12T09:06:12Z | |
| dc.date.available | 2023-04-12T09:06:12Z | |
| dc.date.issued | 2023 | |
| dc.identifier.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 | en_US |
| dc.identifier.issn | 1464-5173 | |
| dc.identifier.uri | https://doi.org/10.1080/13603116.2020.1837266 | |
| dc.identifier.uri | http://hdl.handle.net/10566/8762 | |
| dc.description.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. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Taylor and Francis Group | en_US |
| dc.subject | Teacher education | en_US |
| dc.subject | Teaching and Learning | en_US |
| dc.subject | Disability | en_US |
| dc.subject | Inclusive education | en_US |
| dc.subject | South Africa | en_US |
| dc.title | Reconceptualising teacher education for teachers of learners with severe to profound disabilities | en_US |
| dc.type | Article | en_US |
