Teacher Self-Efficacy in Managing Diverse Classrooms

1. Introduction

There has been an increased awareness and implementation of policies related to inclusive education in educational institutions. From the world perspective, several policies and declarations on implementation of inclusive education have been developed. In 1966, the United States President Lyndon Johnson supported the Elementary and Secondary Education Act (ESEA, Public Law 89-10) which supported the education of students with disabilities (Osgood, 2005). In 1990, the Individuals with Disabilities in Education Act (IDEA), was developed and implemented to increase access to programs and services for students with disabilities. The IDEA policy argues that all students, regardless of disability, are entitled to a free and appropriate education in their least restrictive environment (Burke & Sutherland, 2004). Although IDEA acknowledges the government’s efforts to place students in their least restrictive environment, the multiplicity of disorders within special education made this a challenging undertaking (Burke & Sutherland, 2004). In 1994, the Salamanca Statement and Framework for Action, was developed and signed by 92 governments worldwide and it affirmed that each individual has a right to education and to achieve their full learning potential within mainstream educational settings (UNESCO, 1994). In addition, a policy on inclusive education was adopted internationally in the document by the United Nations Convention of the Rights of Persons with Disabilities (2006). In South Africa, the White paper 6 and a screening policy were developed to enhance the implementation of inclusive education in schools. The White Paper 6 came as a result to correct the injustices that learners with special needs were faced with in segregated schools and within mainstream schools (DoE, 2001). Moreover, it echoes the principle of Ubuntu by restructuring the injustices to acknowledge people’s differences and having an education that caters to diverse needs with the understanding that all children have the ability to learn and are in need of support (DoE, 2001).a Screening Identification, Assessment and Support (SIAS) policy document was drafted with the purpose of providing a “policy framework for the standardization of the procedures to identify, assess and provide programs for all learners who require additional support to enhance their participation and inclusion in school” (DoE, 2014, p.9).