The DOI matches its Crossref record, with a small difference in title or year; 5 of the 5 references it cites were found in a registry or an index.
Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach
Abstract
Learners who experience learning challenges are at risk of not accessing equitable education opportunities in South African schools. This is despite teacher education and system reform initiatives towards more inclusive education. To discover what constrains inclusive teaching, we conducted a qualitative study at four schools in a South African city. At each research site teachers and principals were interviewed and we found teacher, school and system factors implicated in the non-implementation of inclusive teaching practices. In discussing these factors through a Cultural Historical Activity Theory lens, we identify four objects of school activity which are not aligned to inclusive education. These are a competitive ethos, rigid curriculum compliance, bell-curve thinking, and survival in the face of resource limitations. We argue that inclusive teaching will be constrained where it is not aligned with schools’ objects-of-activity. To conclude, we suggest strategies that might help to transform objects-of-activity to promote equity and inclusion.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Andrews et al. (2019) highlight that inadequate physical infrastructure is a major constraint in promoting inclusive teaching practices.”
From Inclusive Education: Navigating the Implementation and Challenges Among Public Elementary Teachers in Las Piñas City, Philippines (2025) · cites this paper as Andrews et al. (2019)
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Determining Validity in Qualitative Inquiry
Creswell, J. W., & Miller, D. L. (2000) · Theory Into Practice · doi:10.1207/s15430421tip3903_2 · Cited by 9,184 · cited 1×
“Second, describing the settings and the participants and conducting interim data analyses to refine our ideas ensured that there were matches between evidence-based categories and the reality of the participants (Creswell and Miller 2000; McMillan and Schumacher 2010).”
BackgroundExpansive Learning at Work: Toward an activity theoretical reconceptualization
Engeström, Y. (2001) · Journal of Education and Work · doi:10.1080/13639080020028747 · Cited by 5,436
Codebook Development for Team-Based Qualitative Analysis
MacQueen, K. M., McLellan, E., Kay, K., & Milstein, B. (1998) · CAM Journal · doi:10.1177/1525822x980100020301 · Cited by 1,675
Engeström, Y. (1993) · Understanding Practice · doi:10.1017/cbo9780511625510.004 · Cited by 853
Nel, N., Tlale, L., Engelbrecht, P., & Nel, M. (2016) · Koers - Bulletin for Christian Scholarship · doi:10.19108/koers.81.3.2249 · Cited by 109
Research works printed but not linked: 43
- 10.1007/BF03173412 · DOI
- 10.1080/16823206.2012.745756 · DOI
- Booth T., 2002, Index for Inclusion
- Bryman A., 2012, Social Research Methods
- 10.4324/9780203224342 · DOI
- Department of Education, 2001, Education White Paper 6: Special Needs Education. Building an Inclusive Education and Training System
- 10.15700/201412071114 · DOI
- 10.1080/08856257.2016.1141510 · DOI
- 10.1080/10749039.2010.493595 · DOI
- 10.1177/0143034304041501 · DOI
- 10.1080/08856257.2013.778110 · DOI
- 10.15700/saje.v35n3a1074 · DOI
- 10.1080/13603116.2015.1095250 · DOI
- 10.1177/0143034305059021 · DOI
- Engelbrecht P., 2013, Research on the Influences of Education Policy on Teaching and Learning, 9
- 10.1017/CBO9780511812774.025 · DOI · Paper page
- 10.1080/001401300409143 · DOI
- Florian L., 2015, Scottish Educational Review, 47, 5, 10.1163/27730840-04701003 · DOI
- 10.1080/01411926.2010.501096 · DOI
- 10.1207/S15327884MCA0902_04 · DOI
- 10.15700/201503070804 · DOI
- 10.1080/13603116.2013.802024 · DOI
- Harris J., 2018, Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership
- 10.1207/s15327884mca1201_2 · DOI
- McMillan H., 2010, Research in Education: Evidence-based Enquiry
- Merriam S. B., 2002, Qualitative Research in Practice: Examples for Discussion and Analysis, 5
- 10.1080/08856257.2010.492933 · DOI
- 10.1080/13540602.2015.1044332 · DOI
- 10.1207/S15327884MCA0902_03 · DOI
- Sapon-Shevin M., 2007, Widening the Circle: The Power of Inclusive Classrooms
- 10.1007/s11125-012-9220-3 · DOI
- 10.7196/SAJBL.2016.v9i1.465 · DOI
- 10.2304/power.2014.6.1.7 · DOI
- Soudien C., 2004, Perspectives in Education, 22, 101
- 10.1207/s15327884mca1201_6 · DOI
- 10.1177/1558689806292430 · DOI
- UNESCO. 1994. The Salamanca Statement and Framework for action on special needs education: adopted by the World Conference on Special Needs Education. Access and Quality. Salamanca, Spain, 7–10 June 1994. Unesco.
- UN (United Nations), 2015, Sustainable Development Goals
- Van Rooyen B., 2002, International Journal of Special Education, 17, 1
- 10.1177/1053451210389033 · DOI
- 10.1080/16823206.2014.926827 · DOI
- 10.1207/s15327884mca0302_2 · DOI
- Willig C., 2008, Introducing Qualitative Research Methods in Psychology. Maidenhead
Cited by
Inclusive education: Developments and challenges in South Africa
Engelbrecht, P. (2020) · PROSPECTS · doi:10.1007/s11125-020-09499-6 · Cited by 132
Jimenez, J. A. (2025) · Journal of Interdisciplinary Perspectives · doi:10.69569/jip.2024.0434 · Cited by 5
Metadata
- Authors
- Andrews, D., Walton, E., & Osman, R.
- Affiliations
- School of Education, University of the Witwatersrand, Johannesburg, South Africa
- Venue
- International Journal of Inclusive Education
- Publisher
- Informa UK Limited
- Published
- 2019-05-26
- Volume
- 25
- Issue
- 13
- Pages
- 1508-1523
- ISSN
- 1360-3116
- 1464-5173
- Cited by
- 57
- References
- 5
- Language
- en
- Funders
- National Research Foundation South Africa
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach. https://app.cochat.ai/papers/10.1080/13603116.2019.1620880
- The paper
- Andrews, D., Walton, E., & Osman, R. (2021). Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2019.1620880
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
