Dikeledi Mahlo

• PhD
• Professor (Full) at University of South Africa

This book was written at a time when there is a paradigm shift in the African continent where dependence on western epistemologies and ontologies are giving way to African indigenous knowledge systems. Africa has been an importer of knowledge from the west since time immemorial and this book contributes to the body of knowledge on autism spectrum d...

The chapter explores the African extended family system which is an integral part of the Ubuntu philosophy. The authors explain the concept of inclusive education for persons with disabilities and lastly examine how the extended family system can be used within the framework of the African Ubuntu philosophy to promote the inclusion of persons with...

This study was conducted to examine the status of inclusive education in Zambia, learning from teachers’ perspectives about how inclusive education is being implemented and the whether teachers receive adequate support to implement inclusive education to learners with disabilities. The study employed a concurrent mixed design approach in which both...

The book chapter discusses the effective strategies for combating stereotypes, prejudices and other harmful practices in education and other sectors of society. For copyright reasons, text cannot be placed here. Get a copy from the publisher - Van Schaik Publishers

The Chapter discusses Information Communication Technologies (ICTs) as a means for empowering inclusiveness, equity and equality in education. For copyright reasons, the content can be accessed from the publishers Van Schaik Publishers

This is the first scholarly book on autism in Africa. The main purpose of the book is to explore African perspectives on autism. This volume is aligned to UNISA’s Research Niche Area 2, the promotion of democracy, human rights and responsible citizenship. It promotes social justice principles including the basic right to education of all children...

This paper presents results of a study conducted to establish special education teachers' knowledge of the concept of curriculum adaptation for Learners with Special Educational Needs and the strategies they used to adapt the curriculum. A total of 120 teachers from Southern, Lusaka and North Western Provinces in Zambia were involved in the study....

The University of Zambia, Faculty of Education admits students with disabilities including students with visual impairments. The students learn together with others without disabilities under the inclusive education policy and practice. This study established the perceptions of students with visual impairments towards their inclusion in the Faculty...

This paper presents findings of a study of experiences of Education Standards‟ Officers (ESOs) and teachers for learners with deafness based on the 2013 revised curriculum implementation in Zambia. The study adopted a qualitative paradigm to study ESOs and teachers‟ experiences in implementing the 2013 revised curriculum. Twelve (12) ESOs and Twelv...

In January 2014, the Ministry of Education in Zambia rolled out a revised curriculum in schools. A lot of literature especially in African countries reveals low involvement of teachers in curriculum development process. This study was conducted to establish the extent to which special education teachers were involved in the 2013 curriculum developm...

In January 2014, the Ministry of Education in Zambia rolled out a revised curriculum in schools. A lot of literature especially in African countries reveals low involvement of teachers in curriculum development process. This study was conducted to establish the extent to which special education teachers were involved in the 2013 curriculum developm...

Bloomsbury Education and Childhood Studies

This qualitative study draws from Bronfenbrenner’s ecological theory, which emphasizes interaction between the systems of education. The study argues that if teachers are able to cater for diversity in their classes, the vision of inclusive education will be realized. Inclusive education requires all learners with the diverse needs to be able to ac...

Influenced by Paulo Freire’s idea of critical pedagogy, this chapter argues for new ways of thinking about Inclusive Education in African contexts. This is so because of the complexity of the subject within the African schools. Inclusive Education challenges the practice in the whole schooling system, particularly the traditional way of teaching.

Why do we need a book on inclusive schooling and education in Africa? Why would you want to read it? On the face of it these may seem trivial, simplistic questions, but it is important for us to ask them because, contrary to received wisdom, inclusion is not a given in our communities. We all have to work hard to achieve social inclusion and we as...

How do we articulate the possibilities, limitations and challenges of inclusive schooling and education in African contexts? This book insists that inclusive education cannot be taken for granted. Inclusion is neither a natural nor a given educational practice. It must be struggled for. Bringing a critical perspective to inclusive schooling and edu...

This study explored the attitudes and intentions of pre-service teachers towards inclusive education, across two teacher preparation institutions in Australia and South Africa. There were multiple aims to the study: among these was a need to explore the impact of contextual factors on pre-service teacher attitudes towards inclusive education, and t...

This chapter draws from Ubuntu as a moral theory; Ubuntu incorporates morals, values and the perceptions of African communal justice. Broodryk (2002:13) asserts that Ubuntu is an ancient African worldview based on values of intense humanness, caring, sharing, respect and compassion. Communities need to be prepared to do what is right and moral in t...

This study compares class size (learner-teacher ratio) between boarding and non-boarding schools, along with the correlation between them and academic achievement of Grade 12 learners of the Capricorn District in the Limpopo Province of South Africa. A simple random sample was drawn from the population of 339 schools, comprising of 51 principals, 1...

The developments in learning psychology seem to suggest that there if a move towards positioning students in control and monitoring of own learning. There notion of self-regulated learning has become central. Constructivist conceptions about effective learning places the learner at the centre of constructing and re-construction own learning. Theref...

This qualitative study was influenced by the changes in UNISA’s tutorial system, migrating from faceto-face communication to e-tutoring. It aims to capture the views, perceptions and experiences of ten e-tutors from the College of Education, as they are to implement active learning within their e-tutoring via interviews. Drawing from the Developmen...

The present research seeks to investigate if teacher qualifications differ significantly among learners in boarding and in non-boarding schools and if they have significant relationship with academic achievement among Grade 12 learners of the Capricorn District in the Limpopo Province, South Africa. A simple random sample was drawn from the populat...

A hearing impediment or loss can have profoundly negative effects on a child's personal, social and academic growth if it is not identified at an early age. This study used a bio-ecological model of development with an asset-based approach to assessment. The focus was on identifying the strengths of learners and assets in the environment with a vie...

One of the reasons parents send their children to boarding schools is the standard of basic facilities, which it is believed is higher than in non-boarding schools, and can have a positive impact on academic achievement. These basic facilities include buildings, water and electricity, which this study investigated, along with the correlation betwee...

Why do parents send their children to boarding schools? Is it for their children’s best education? If this is the reason, is it true that learners at boarding schools receive better education than those in non-boarding schools? This study investigates the differences in parental involvement between the two, the relationship between parental involve...

The policy of Inclusive Education (IE) in White Paper 6 (2001) acknowledges that all children can learn with support, and this paper emanates from research into the experiences of learning support teachers (LSTs) in supporting Foundation Phase teachers in implementing IE in Gauteng Province, South Africa. It is envisaged that the implementation of...

Globally, Inclusive Education is on the agenda of many educational institutions. However, the implementation of Inclusive Education in schools will require not only accepting learners with different learning needs in mainstream classrooms, but also determining whether those learners are being provided with appropriate support. In this article, I sh...

Of the numerous changes that have taken place in the education system of South Africa since the inception of universal suffrage in 1994, one is the introduction of inclusive education, practice which aims to respond to the educational needs of all learners, irrespective of their differences. The national Department of Education (DoE) suggested a nu...

Inclusive education is enshrined in most educational policies in South Africa. The most important policy document is the White Paper 6 , which clearly spells out the agenda to provide and facilitate quality education to all learners irrespective of their characteristics or backgrounds. Most teachers are not sufficiently trained in inclusive thus th...

The policy of Inclusive Education (IE) in White Paper 6 (2001) acknowledges that all children can learn with support, and this paper emanates from research into the experiences of learning support teachers (LSTs) in supporting Foundation Phase teachers in implementing IE in Gauteng Province, South Africa. It is envisaged that the implementation of...