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Index

In: Professionalisation of Students with Disabilities into the Teaching Profession in South African Higher Education
Author:
Sibonokuhle Ndlovu
Sibonokuhle Ndlovu
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Index

Index
ableism 3, 60, 69, 75–79, 117, 132, 134, 143, 146, 148, 150, 153, 159
ableist microaggression 78, 79, 133, 134
academics 3, 6–8, 11, 41, 60, 91, 92, 103, 122–134, 138, 144–150, 153, 154, 158, 159
access arrangements 6, 94–96
accountability 10, 21, 56, 57
agency 123, 144–146, 148
application 15, 16, 33, 59, 87, 110, 125, 126, 137, 156
assistive devices 85, 96, 97, 100, 110, 127, 131, 154
attitudes 22, 35, 54–56, 60, 75, 77, 93, 107, 111, 113, 115–117, 120, 128, 134, 144, 153
Bachelor of Education 29
built environment 7, 22, 77, 87–90, 107, 113, 120, 139–144
change and improvement xii, 11, 52, 134, 137–139, 141–147, 150, 151, 153, 154, 158
colonialism 9, 16, 17, 66, 67, 72
coloniality of being 51, 63–65
coloniality of knowledge 18, 19, 34, 65
coloniality of power 64, 65, 93
constitution 4, 36, 39–41, 43, 71
continued support 114
convention on the rights of persons with disabilities 4, 39, 40, 72
COVID-19 pandemic xii, 1, 2, 6, 9, 86, 120, 122–128, 130–132, 138, 147, 148, 158
critical disability theory 69, 76
decolonial theory 2, 3, 63, 64, 68, 79, 95, 96, 101, 107, 117, 119, 138, 143, 144, 146, 158
decolonization 11, 16, 50, 63, 66–68, 79, 147, 152–154, 158
delayed throughput 119, 120
disability unit staff members xi, xii, 80, 84, 85, 87, 88, 92, 94, 97–99, 101–104, 107, 110, 114–116
disadvantaged contexts 9, 120
disciplinary decadence 34, 35
disjuncture 1, 39, 43
disruption 124
education xi, xii, 1, 2, 4–11, 15, 17–25, 28–36, 39–44, 46–52, 54–61, 63–71, 73, 75–77, 79, 80, 84–97, 99–102, 106, 107, 109–112, 115–120, 122–125, 129, 130, 133, 134, 137–139, 141–143, 145–147, 149, 150–159
education programme 28–30, 33, 44, 46–48, 51, 55, 84, 85, 94, 96, 100, 109, 119, 155, 156
epistemology 18, 19, 34, 60, 63, 65
exclusion 1, 2, 4–11, 17, 19, 20, 36, 39, 42–44, 63, 64, 66, 68–71, 77–79, 92, 96, 97, 100, 124, 137, 138, 142, 143, 146, 150–152, 159
funding support 85
German 155
Global North 4, 15, 17, 50, 60, 65, 71–73, 106, 137, 150, 151, 158
Global South 1, 4, 6, 10, 18, 19, 50, 60, 71–73, 79, 87, 92, 101, 102, 138, 150, 158
graduating xi, 29, 43, 118, 119
higher education xi, xii, 1, 2, 4–11, 15, 19, 20, 22, 24, 25, 28, 29, 36, 39, 41–44, 46, 47, 49, 51, 52, 54, 56–58, 60, 61, 63–71, 73, 75–77, 79, 84–87, 89–92, 94–96, 106, 111, 115, 116, 118, 120, 122–124, 129, 130, 134, 137–139, 141–143, 146, 147, 149–153, 155–159
hospitality of ideas 150–152
human rights 4, 6, 40, 71–73, 99, 101, 102, 106
hybridity 137, 150, 151, 158
implementation 1, 11, 39, 40–43, 46, 142, 151, 152, 159
inclusive education xi, xii, 1, 2, 11, 31, 39, 40, 42–44, 46–52, 65, 69, 77, 106, 107, 109, 111, 112, 117, 147, 151, 152, 154–157
Indigenous knowledge 18, 19, 35, 59, 60, 67, 68, 159
individual accommodation 2, 94–96, 99–101, 119, 141
individual mentoring 154, 155
inequitable access 128, 133
institution xi, xii, 1–3, 5, 11, 25, 29, 36, 43, 49, 50, 54, 56, 57, 61, 63–65, 71, 76, 77, 79, 80, 84, 85, 87–90, 92–105, 107, 109, 110, 112–115, 118–120, 122–125, 127, 129, 130–134, 137–151, 153–155, 157, 158
institutional disability policy 43, 102–106
institutional support 127, 128, 130–132, 155
institutional transformation 3, 90, 107
integrated learning xi, xii, 2, 5, 22, 28, 29, 33, 50, 54, 56, 57, 59, 71, 77, 79, 109, 110, 113–120, 137–139, 141–143, 147, 153–155, 157
integrated settings for learning 36, 44, 50, 61, 107, 109, 110, 112–115, 120, 139, 154, 155
intersectionality 69, 74, 75, 105, 118, 130, 133, 134, 148
knowledge xi, 6, 9–11, 15–19, 23–25, 28–36, 46–51, 54–61, 63, 65, 67, 68, 85, 86, 88, 89, 91, 92, 94–96, 99–101, 107, 109, 110, 112, 114, 120, 123, 125–127, 129–132, 134, 137, 141, 146–149, 154–156, 159
legislation 4, 36, 39–41, 43, 61, 117
limited mediation 123, 132, 133, 148
mainstream schools 51, 59, 61, 107, 109–113, 115–118, 120, 137, 140, 143, 153, 156
mediation of knowledge 132, 147, 148, 155
Microsoft Teams 126, 127
module 48–51, 156
monopoly 16, 17
national disability policy 7, 42, 44, 103, 142
obstacles xi, 5, 29, 44, 60, 92, 96, 99–101, 107, 110, 113, 118–120, 124, 134, 138, 141, 143, 146, 150, 153, 154
online platforms 9, 123, 125–128, 131–134, 147–149
online teaching and learning 122–124, 131, 149
opportunities xi, 2, 5, 8, 24, 28, 40, 41, 58, 74, 77, 85, 91, 95, 99–101, 103–105, 109, 110, 112, 118–120, 122, 125, 126, 134, 137, 159
pedagogical content knowledge 31, 57, 84
policy xi, xii, 1, 4, 5, 7, 32, 36, 39–44, 46, 48, 49, 52, 61, 63, 69, 73, 75–77, 79, 84, 95, 102–107, 111, 117, 137, 139, 142, 143, 151, 156, 157, 159
positionality 10
positive perceptions 126
practical knowledge 25, 28–30, 32, 35, 36, 54, 57, 109, 110, 114, 120, 137, 141
practice xi, 2–5, 16–18, 20, 22, 29–33, 35, 39, 43, 44, 47–51, 54, 57–60, 63, 66–69, 74–77, 79, 95, 96, 105, 107, 109–120, 125, 137–140, 144, 145, 147–150, 153–155, 158
pre-service 46, 47, 49, 50, 58
profession xi, xii, 1–3, 5, 7, 8, 10, 11, 15, 19, 21, 14, 25, 28, 29, 35, 36, 39, 41, 46, 47, 51, 52, 54, 56, 57, 59–61, 63–66, 68–75, 77–79, 84, 85, 88, 92–96, 99, 100, 103, 106, 109, 117–120, 122, 125, 131–134, 137, 138, 143, 145–159
professional bodies 21
professional identity 22, 35, 54, 56, 57
professional knowledge 15, 17, 19, 23, 25, 30, 32–34, 36, 54, 56, 91, 109, 126, 127, 132
professional socialization 54, 55, 58
professional teacher 15, 25, 57
professionalisation xi, xii, 1–3, 5, 7, 8, 10, 11, 15, 19, 21, 22, 29, 35, 36, 39, 42–44, 46, 51, 52, 54–61, 63–66, 68–73, 75, 77–80, 84, 85, 88, 92, 93, 95, 99, 100, 106, 107, 109, 110, 113, 117–120, 122, 124, 125, 131–134, 137–139, 141–159
self-advocacy 144
South Africa xi, xii, 1, 5, 8–11, 17, 19, 20, 23, 28–32, 35, 36, 39, 40, 42, 44, 46–48, 56, 60, 63, 65, 67, 69, 73, 75, 79, 86, 87, 90, 96, 105, 107, 109, 111–113, 117, 123, 137, 141, 143, 152–154, 157, 159
South African higher education 1, 5, 6, 11, 19, 20, 28, 39, 46, 51, 63, 65, 70, 73, 77, 91, 92, 94, 115, 120, 122–124, 129, 130, 151, 153, 155–159
special schools 8, 9, 42, 107, 109–112, 118, 156, 157
students with disabilities xi, xii, 1–11, 15, 19, 21–23, 25, 28, 29, 35, 36, 39, 41, 43, 44, 46, 50–52, 57–61, 63–80, 84–107, 109–120, 122–134, 137–159
subject content matter 31, 57
systematic transformation 138, 143
teacher education 1, 28, 44, 46–48, 51, 52, 84, 155, 156
teacher professionalism 57
teachers with disabilities xi, xii, 10, 22, 29, 57, 59, 60, 112, 116, 137, 155
teaching and learning 1, 6–9, 19, 31, 32, 60, 63, 67, 85, 90–92, 122–124, 127, 129–131, 137, 140, 144, 145, 147–149, 151
teaching experience xi, 2, 58, 59, 111–113, 129, 140
teaching material 112, 116, 117
teaching practice xi, 2, 3, 33, 50, 54, 57, 58, 60, 107, 109–118, 154, 155
teaching profession xi, xii, 1–3, 5, 7, 8, 10, 11, 15, 19, 21, 14, 25, 28, 29, 35, 36, 39, 41, 46, 47, 51, 52, 54, 56, 57, 59–61, 63–66, 68–75, 77–79, 84, 85, 88, 92–96, 99, 100, 103, 106, 109, 117–120, 122, 125, 131–134, 137, 138, 143, 145–159
theoretical and practical knowledge 28–30, 32, 35, 36, 54, 109, 110, 114, 137, 141
theoretical knowledge 25, 28, 32, 33, 50, 88, 91, 94–96, 99–101, 107, 109, 110, 112, 114, 125, 126, 131, 132, 134, 141, 155
United Kingdom 5, 6, 151
universal design 7, 23, 88, 90, 107, 137, 139, 148, 156, 157
visibility 88, 149, 150

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Professionalisation of Students with Disabilities into the Teaching Profession in South African Higher Education

Affordances and Challenges

Series:  African Higher Education: Developments and Perspectives, Volume: 17
Cover Professionalisation of Students with Disabilities into the Teaching Profession in South African Higher Education
E-Book ISBN:
9789004697157
Publisher:
Brill
Print Publication Date:
10 Jul 2024
  • Subjects
    • Education
      • Social Justice
      • Higher Education
      • Inclusive Education
      • Learning
      • Professional Development
Front Matter
Preliminary Material
Copyright page
Preface
Acknowledgements
About the Author
Introduction
Chapter 1 Disability and Continued Exclusion in the Global South
Chapter 2 The History of Professions
Chapter 3 Educate a Teacher, Educate a Nation!
Chapter 4 Policy and Exclusion of Students with Disabilities in Higher Education
Chapter 5 Inclusive Education and Teacher Education in South Africa
Chapter 6 Socialisation into the Teaching Profession
Chapter 7 Theoretical Framework: Decolonial Theories
Chapter 8 Professionalisation into the Teaching Profession
Chapter 9 Professionalisation of Students with Disabilities at the Integrated Settings of Learning
Chapter 10 Then Came COVID-19 – Impact of the Pandemic on Professionalisation
Chapter 11 Putting Heads Together for Solutions
Back Matter
Index

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