1. Inclusive Teaching in South Africa Tsediso Michael Makoelle D Ed, PhD

2. Rational of the Book
The book idea came after an extensive research on the concept of inclusive pedagogy
The was a need of a book that can demonstrate the operationalisation of inclusion within the school and the classroom

3. Main argument in the Book
The book argues that the days of theorising about inclusion are over and any attempt to make inclusion practical for teachers and practitioners needs to be commended

4. Methodology
The book assembles small scale qualitative studies predominantly conducted through participatory action research with teachers in schools.
The ideas expressed in studies captures the essence of teachers in relation to challenges they face and the successes they have registered in the implementation of inclusion

5. Contribution of book to knowledge
The book contributes significantly on aspects of:
Pre-service teacher needs in preparation for a pedagogy that is inclusive
Issues of in-service teacher development of inclusive curriculum and
Contexual aspects influencing the effective operationalisation of inclusion in the classroom

6. Defining Inclusive Education
The concept Inclusive Education is sometimes misconstrued with Special Education
There is difference between special education pedagogy and inclusive pedagogy
behaviorism/constructivism
Segregation/inclusion
Diagnosis and remediation/change of environment

7. Parallels with the Kazakhstani context
Teacher education curriculum
While inclusive education has been implemented in school teacher education curriculum has not been sufficiently re-thought to prepare student teachers for an inclusive class
This is also evident in a Kazakhstani context

8. Curriculum development
The implementation of inclusive education has left teachers with gap of methodological knowledge “how to develop an inclusive teaching strategy for an inclusive class
This gap is also prevalent in Kazakhstani context

9. Indigenous approaches to inclusion
While inclusive education has been implemented one area of exclusion is the neglect of indigenous knowledge systems which are fundamental in mediating learning.
The adoption of western forms of knowledge at the expense of indigenous knowledge is troubling

10. Teacher dispositions
Teacher dispositions have been found to influence their propensity to act in an inclusive way.
Dispositions acting against inclusion if they persist are likely to act as a significant barrier to inclusion
This is evident in some Kazakhstani teachers: denialism about the need for inclusion

11. Teacher appraisal
Teacher evaluation has not taken into account the changing role of teachers within inclusive classrooms
Teachers believe that inclusion has brought more demands on their job and thus there should be more reward for this

12. School evaluation and improvement
The implementation of inclusive education I some quarters has been thought to compromise standards and performances in schools but on the contrary evidence seem to pint otherwise.
This is no different within Kazakhstani context

13. Role of parents
There is insufficient involvement of parents in the inclusive education systems
Parents could be valuable resource for inclusion
While there are efforts in Kazakhstan to have parent volunteer as tutors in inclusive schools the idea has not taken foreground

14. educational psychologist
The role of educational Psychologists and other professional remain unclear within inclusive education environment. There seems to be a need for transforming this role from that of testing to that of integrated support for teachers in classroom

15. Assessment and inclusion
The assessment practices in schools do not sufficiently address the needs of all learners
There is a need to individualize assessment practices rather normative move to a more criterion based assessment to respond to the needs of all learners

16. Inclusive structures/policies
While many schools have implemented inclusive education some have not developed sustainable inclusive systems/policies
School have to be assisted in developing visions & missions, their operational procedures, recordings etc.
Establish school based support teams

17. Inclusion outside Classroom
There notion of inclusive education has been researched mostly for teaching and learning in the classroom
Careful thought is needed for inclusion outside the classroom in extra-mural activities , sport etc.

18. Recommendations for Kazakhstani Education context
Extending the understanding of inclusion beyond disability
Training and re-training of teachers on inclusive teaching and learning methodology
Developing a comprehensive strategy for managing and leading inclusive schools
developing classroom assessment strategy that could respond to the needs of learners

19. Recommendations for Kazakhstani Education context
Re-imagining teacher education curriculum to prepare teachers for inclusive teaching
Articulating a clear curriculum trajectory for in-service training bodies on inclusion
Transferring the practices of Action Research critical for developing inclusive practices from NIS to all schools
More parental involvement in schools i.e as tutors

20. Recommendations for Kazakhstani Education context
Synchronizing the decisions of the Medical, Psychological and Pedagogical commission with parental expectations
Enhancing the role of NGO’s in collaboration with schools
Integrating gifted education into mainstream

21. Thank you!