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

This paper considers teacher education for teachers of learners with severe to profound disabilities (SPD) in South Africa, in both formal and non-formal learning programmes within a disability studies in education framework. Qualitative data were collected from a range of education stakeholders inc...

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Bibliographic Details
Published in:International journal of inclusive education 2023-01, Vol.27 (2), p.205-220
Main Authors: McKenzie, Judith, Kelly, Jane, Moodley, Trevor, Stofile, Sindiswa
Format: Article
Language:English
Subjects:
Administrator Attitudes
Barriers
disability
Foreign Countries
Inclusion
Inclusive education
Inservice Teacher Education
Instructional design
Learning
NGOs
Nongovernmental organizations
People with disabilities
Preservice Teacher Education
Regular and Special Education Relationship
Severe Disabilities
South Africa
Special Education
Student Needs
Students with Disabilities
Teacher Attitudes
Teacher education
Teacher Education Programs
Teachers
Teaching
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Summary:This paper considers teacher education for teachers of learners with severe to profound disabilities (SPD) in South Africa, in both formal and non-formal learning programmes within a disability studies in education framework. Qualitative data were collected from a range of education stakeholders including non-governmental (NGOs) and disabled people organisations (DPOs). Based on a thematic analysis, findings show limited pre-service teacher education programmes focused on teaching learners with SPD. In-service teacher training through education departments and NGOs and DPOs, is usually through basic short courses or workshops and are not complemented by on-going support. We argue for a reconceptualization of teacher education in South Africa to prepare teachers to meet the diverse needs of learners, including those with SPDs within an inclusive education context. Skills in addressing barriers to learning should be infused throughout initial teacher education, in line with the principles of universal design for learning while impairment-specific knowledge can be offered in related modules that focus on reasonable accommodation for children with disabilities. In-service education can occur in formal and informal programmes and should empowers teachers to become lifelong learners.
ISSN:1360-3116
1464-5173
DOI:10.1080/13603116.2020.1837266