Maguvhe Mbulaheni
Department of Inclusive Education, School of Educational Studies, University of South Africa, South Africa.
Afr J Disabil. 2015 Nov 4;4(1):183. doi: 10.4102/ajod.v4i1.183. eCollection 2015.
This study investigated the progress made in the implementation of inclusive education as a transformation and human rights tool since its inception in 2001. The study was conducted upon realising that most people underestimate the transformation and human rights value that inclusive education strives to maintain. The total number of participants interviewed was 84. Data was collected using semi-structured interview schedules for the teachers and community members, whereafter it was presented in thematic sections and qualitatively examined for meaning. The results showed that participants comprising teachers and community members do not know or understand the transformational and human rights value of inclusive education. The participants seemed to be equally aware of inclusive education, but they rated its success and value differently. The participants concurred that the philosophy of inclusive education was noble, but they differed regarding the extent to which it had transformed, added value or played an advocacy role in the lives of learners and the community at large over the years.
本研究调查了自2001年包容性教育作为一种变革和人权工具问世以来在实施方面所取得的进展。开展这项研究是因为意识到大多数人低估了包容性教育努力维护的变革和人权价值。接受访谈的参与者总数为84人。通过为教师和社区成员设计的半结构化访谈提纲收集数据，之后将数据呈现在各个主题部分，并进行定性的意义分析。结果显示，由教师和社区成员组成的参与者不了解或不理解包容性教育的变革和人权价值。参与者似乎同样知晓包容性教育，但他们对其成功程度和价值的评价各不相同。参与者一致认为包容性教育的理念是高尚的，但对于多年来它在多大程度上改变了学习者及整个社区的生活、增添了价值或发挥了倡导作用，他们存在分歧。
