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2024-08-15

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Vol. 9 No. 7 (2024): Published

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Research Articles

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How to Cite

Govender, S. (2024). Inclusive educational practices: Psychological challenges in South Africa. Environment and Social Psychology, 9(7). https://doi.org/10.59429/esp.v9i7.6185

Inclusive educational practices: Psychological challenges in South Africa

Sumeshni Govender

University of Zululand


DOI: https://doi.org/10.59429/esp.v9i7.6185


Keywords: mental health practitioners, psychologist, inclusive education, special needs education, interventions

Abstract

This study examines the specific challenges faced by practitioners in the field of psychology directly related to inclusive educational practices in South Africa. Intern psychologist, psychologists, psychometrist and other practitioners in the field of mental health provide crucial support to the Department of Basic Education in terms of Inclusive Education. These practitioners are situated in various fields for example, within Government Departments (Health, Education, Social Development, etcetera), private practice and Non-Government Organisations or Community-Based Organisations. The practitioners usually work within a multi-collaborative framework and often from a multi-systemic perspective to provide support to a network of colleagues and teachers, parents and learners who require intervention at schools within an inclusive education environment. A group of mental health practitioners who worked directly in inclusive educational practices (non-probability - purposive sampling), in a variety of sectors, were interviewed to determine the challenges they faced related to inclusive educational practices in South Africa. A variety of practitioners (n = 5) from each group of participants were approached (psychologists, intern psychologists, social workers) and interviewed. The total number of participants is n = 20. The participants completed a consent form, offered complete anonymity and confidentiality if they so desire and provide consent to complete the questionnaire. All institutional ethical procedures were followed. The findings revealed that South African practitioners in the field of psychology who worked directly in inclusive educational practices experienced challenges, and these are sometimes based on the setting in which they practiced. The study provided possible recommendations that may be implemented.

Author Biography

Sumeshni Govender, University of Zululand

Prof. Sumeshni Govender has an M.Ed. (Educational Psychology) and Ph.D. (Community Psychology). She is registered with the Health Professions Council of South Africa (HPCSA) as an Educational Psychologist. She is an associate professor at the University of Zululand (15 years - http://www.unizulu.ac.za/unizulu-thanks-long-serving-staff-for-its-loyalty/) and her areas of specialization are childhood and adolescent behaviour, inclusive and special needs education, HIV/AIDS and global coherence, grief, death and dying. Prof. Govender publishes articles, presents papers at conferences and supervises masters and doctoral research studies. Sumeshni also externally examines postgraduate examination papers, oral examinations and masters and doctoral dissertations and theses.

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