From overt to covert exclusion: Implications of inclusive education policy statements on the education of the mathematically gifted learners in Umlazi District of South Africa

References

• Arduin, S. (2015). A review of the values that underpin the structure of an education system and its approach to disability and inclusion. Oxford Review of Education, 41(1), 105–20.
   Web of Science ®Google Scholar
• Barroco, S. M. S. (2018). Vygotsky’s theories on defectology: Contributions to the special education of the 21st century. Educacao (Porto Alegre), 41(3), 374–384.
   Google Scholar
• Betiku, O. F. (1999). Resources for the effective implementation of the 2 and 3 dimensional mathematical topics at the Junior and Senior secondary school levels in the Federal Capital Territory, Abuja. Nigerian Journal of Curriculum Studies, 6(2), 49–52.
   Google Scholar
• Brunsson, N. (2000). The irrational organisation: Irrationality as a basis for organisational action and change.
   Google Scholar
• Colebatch, H. H. (2002). Policy (2nd ed.). Buckingham. Open University Press.
   Google Scholar
• Daniels, E. A. (2012). Sexy versus strong: What girls and women think of female athletes. Journal of Applied Development Psychology, 33(4), 79–90.
   Google Scholar
• DBE, (2019). Annual report 2018/2019. Pretoria, Department of Basic Education. https://nationalgovernment.co.za/department_annual/265/2019-department-of-basic-education-(dbe)-annual-report.pdf
   Google Scholar
• DOE. (2013). The ministerial task team report on: Investigation into the implementation of maths, science & technology education (Ministerial). Department of Basic Education.
   Google Scholar
• Gagne, F. (2011). Academic talent development and the equity issue in gifted education. Talent Development & Excellence, 3(1), 3–22.
   Google Scholar
• Hardy, I., & Woodcock, S. (2015). Inclusive education policies: Discourses of difference, diversity and deficit. International Journal of Inclusive Education, 19(2), 141–164.
   Web of Science ®Google Scholar
• Haug, P. (2017). Understanding inclusive education: Ideals and reality. Scandinavian Journal of Disability, 19(3), 206–217.
   Web of Science ®Google Scholar
• Herberg Davis, H. (2009). Myth 7: Differentiation in the regular classroom is equivalent to gifted programs and is sufficient: Classroom teachers have the time, the skill and the will to differentiate adequately. The Gifted Child Quarterly, 53(4), 251–253.
   Web of Science ®Google Scholar
• Jansen, J. D. (2001). Explaining change and non-change in education after apartheid. In Y. Sayed & J. Jansen (Eds.), Implementing education policies: The South African experience (pp. 250–271). University of Cape Town Press.
   Google Scholar
• Kokot, S. J. (2011). Addressing giftedness. In E. Lansberg, D. Kruger, & N. Nel (Eds.), Addressing barriers to learning: A South African perspecitive (2nd) ed.). (pp. 501–526). Van Schaik.
   Google Scholar
• Krippendorff, K. (1980). Content analysis: An introduction to its methodology. Sage.
   Google Scholar
• Lubinski, D., & Benbow, C. P. (2021). Intellectual precocity: What have we learned since terman. Gifted Child Quarterly, 65(1), 3–28.
   Web of Science ®Google Scholar
• Magnusson, G. (2019). An amalgam of ideals - images of inclusion in the Salamanca statement. International Journal of Inclusive Education, 23(7–8), 677–690.
   Web of Science ®Google Scholar
• McCabe, K. O., Lubinski, D., & Benbow, C. P. (2020). Who shines most among the brightest? A 25-year longitudinal study of elite STEM graduate students. Journal of Personality and Social Psychology, 119(2), 390–416.
   PubMed Web of Science ®Google Scholar
• Milne, A., & Mhlolo, M. K. (2021). Lessons for South Africa from Singapore’s gifted education – a comparative study. South African Journal of Education, 41(1). https://doi.org/10.15700/saje.v41n1a1839
   Web of Science ®Google Scholar
• Norwich, B. (2014). Recognising value tensions that underlie problems in inclusive education. Cambridge Journal of Education, 1–16.
   Web of Science ®Google Scholar
• Oswald, M., & de Villiers, J. M. (2013). Including the gifted learner: Perceptions of South African teachers and principals. South African Journal of Education, 33(1):1–21.
   Web of Science ®Google Scholar
• Renzulli, J. S., & Reis, S. M. (1991). The reform movement and the quiet crisis in Gifted Education. The Gifted Child Quarterly, 35(1), 26–35.
   Web of Science ®Google Scholar
• Rimm, S. B., Siegle, D., & Davis, G. A. (2018). Education of the gifted and talented. Pearson Education.
   Google Scholar
• Stofile, S. Y. (2008). Factors affecting the implementation of inclusive education policy: A case study in one province in South Africa. Unpublished Doctoral Thesis. University of Western Cape.
   Google Scholar
• Stubbs, S. (2008). Inclusive education - where there are few resources. The Atlas Alliance.
   Google Scholar
• Tanenbaum, C. (2016). STEM 2026: A vision for innovation in STEM Education. American Institute for Research, U.S. Department of Education and Office of Innovation and Improvement. https://innovation.ed.gov/what-we-do/stem/
   Google Scholar
• Thomas, G. (2013). A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking. British Educational Research Journal, 39(3), 473–490.
   Web of Science ®Google Scholar
• UNESCO, (1994). The Salamanca Statement and Framework for Action on Special Needs Education.
   Google Scholar
• UNESCO. (2009). Inclusive Education: The way of the future. Paris: International Bureau of Education.
   Google Scholar
• Vik, S., & Somby, H. M. (2018). Defectology and inclusion. Issues in Early Education, 3(42), 94–102.
   Google Scholar
• Vygotsky, L. (1993). The fundamentals of defectology. In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. vygotsky (Vol. 2, pp. 29–93). Plenum Press.
   Google Scholar
• Vygotsky, L. (1995). Problems of defectology. Prosvecshenie Press.
   Google Scholar
• Vygotsky, L. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7–97.
   Google Scholar
• Xolo, S. (2007). Developing the potential of the gifted disadvantaged in South Africa. Gifted Education International, 23(2), 201–206.
   Google Scholar