Opening access beyond the school classroom. The study identifies gaps in lecturer preparation, curriculum access and physical accessibility. It recommends staff development and involving students in planning their support.
The question
How are inclusive practices integrated for students with disabilities at TVET colleges in Limpopo?
The approach
A qualitative study of 27 purposively selected participants, using interviews, observation and document analysis. Participants included students with disabilities, lecturers, support officers and campus leaders.
What the study describes
The study identifies gaps in lecturer preparation, curriculum access and physical accessibility. It recommends staff development and involving students in planning their support.
Scope and limitations
The findings describe the selected Limpopo settings. They should not be treated as national prevalence data or proof that a proposed support model has been validated.
Original publication
Sako, L. P. (2020). Integrating inclusive practices at Technical and Vocational Education and Training (TVET) colleges in Limpopo Province [Doctoral thesis, University of Limpopo]. UL Space. http://hdl.handle.net/10386/3598
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Authors: Lorna Pheeha Sako
Publication: University of Limpopo
Year: 2020
Supervisors: J. M. Mamabolo; M. J. Themane
Degree: PhD (Community and Continuing Education)