5.2 Presentation and discussion of data
5.2.2 Participants managing implementation of the policy
88 easier to understand the implementation of the policy because I was aware of it. I found that even at school there were documents talking about Inclusive Education policy and I read them through (Ms Molly, teacher from Lwandle Primary School).
Workshops that were organised by the Department of Education or Non-Governmental Organisations (NGOs) on Inclusive Education policy added to the awareness of policy to the teachers. This point is also raised by Zimba (2007) by saying that through these workshops, teachers are capacitated and they are able to understand Inclusive Education policy. The teacher mentioned that she also attended workshops and these workshops further increased her awareness and understanding of the policy.
The participants from the three researched schools indicated mentioned that they were made aware of Inclusive Education policy. Principals working together with the HODs have to see to it that teachers implement the policy in their teaching for the success of learners. Van Zyl (2012) emphasises the undisputable right of every child to education which is in the constitution of South Africa. To ensure that this right is protected, people need to be aware and understand this policy so that it can be implemented successfully.
In this regard, participants firmly agreed that Inclusive Education policy represents a shift from a discriminatory type of education system where learners were grouped according to their learning needs to an inclusive environment. Comment further illustrates the widely held view that, unlike in previous system of education which grouped learners according to their learning needs, Inclusive Education policy views all learners as equal. Awareness of all participants complements the DoE principle (Department of Education, 2001) where it emphasises acknowledgement of all children and youth and support they should be given.
89 and work schedule and made funds available for the provision of resources. This is what she had to say:
I develop teachers in lesson plans and work schedule. I see to it that the curriculum caters for all the needs of all learners. I have a time table compiled for class visits. I monitor strategies teachers employ. I make funds available through getting donations and other forms of fundraising to add up on the funds allocated by the Department of Education. This helps to provide other resources that are not met with government allocated funds (Ms Dawn, Principal of Lilly Rose Primary School).
Ms Judith of Impala Primary School supported what was said by Ms Dawn, Principal of Lilly Rose primary School. She also mentioned that she assisted the teachers in developing their lesson plans and in giving support where it was needed. She attended to the challenges that the teachers raised. Challenges include learner absenteeism and family problems that affect learner performance at school and many.This is what she echoed:
My role as a principal is huge. I assist my teachers in developing their lesson plans and work schedule. I ensure that curriculum is flexible and it meets the needs of learners with diverse needs. Flexible curriculum is important because it allows teachers to use different methods of teaching that allows learners with different abilities to be involved. I also assist teachers in challenges that they encounter for instance learners who come late at school or a leaner who is always absent at school (Ms Judith, Principal of Impala Primary School).
The principal of Lwandle Primary School mentioned his role in the management of policy implementation. As a manager, he does planning and organise duties for each teacher. This is what he said:
I am a curriculum manager. I do planning and organise duties for each teacher. I see to it that teachers implement Inclusive Education policy in their teaching. I encourage
90 recognition of learners with disabilities in the class and encourage teachers to prepare special programmes for such learners. I provide resources such as money to attend workshops and sometimes organise awareness campaigns where government departments come to school (Mr King, Principal of Lwandle Primary School).
Three principals indicated that they understood their role in managing the policy. HODs from three participating primary schools also had something to say. For instance, the HODs as heads in curriculum implementation had to see to the implementation of policy, together with teachers; they have to come with strategies to deal with learners who experienced challenges in their learning. It was for that reason the HOD commented saying:
In meetings I hold with my phase teachers, we discuss curriculum implementation and challenges we encounter in our teaching. For challenge beyond our effort to deal with, we invite district officials (SNES section) to come and assist at school (Mr Manzi, HOD from Lwandle Primary School).
In support of the comments made by Mr Manzi HOD from Lwandle Primary School, another HOD commented, saying that she managed the implementation of the policy where she develops her teachers in planning their subjects. She sees to the provision of resources for proper teaching and learning. This supports what was said by Donnelly (2003) when emphasising that SMTs had to see to it that resources are provided for support of the policy implementation. This is what the HOD said:
I develop my teachers in planning for their subjects. I control their work to see if they implement Inclusive Education policy in their teaching. I see to it that I make requisition to have resources available for the use by teachers in their teaching (Ms Elephant, HOD from Impala Primary School).
91 Views raised by the two HODs above were complemented by those of the HOD from Lilly Rose Primary School. She mentioned the assistance that she gave to her phase teachers and also the monitoring strategies applied to the teachers in their teaching by conducting class visits. This is what she said:
I have a timetable for work control. I control the learners’ and the teachers’ work. I conduct phase meetings every Tuesdays where discuss curriculum matters. We share our experiences in classes we teach and discuss strategies to deal with learners who experience challenges in their learning (Ms Amazon, HOD from Lilly Rose Primary School).
Documents that were reviewed confirmed what was said above. The school year- plan for instance, indicated that there were dates scheduled for staff development meetings and work control that was done monthly. Phase minute books were also visited and minutes indicated that management was done. As said in Tshifura (2012), policy needs all people concerned in teaching to understand it for the benefit of learners at school. It is for that reason that teachers were also interviewed on managing the implementation of the policy. Views shared by principals and the HODs on managing the implementation of the policy did not differ from what the teachers did in managing the policy. As managers, teachers mentioned that they organised sitting arrangement, providing resources like reading materials and involving parents in their children learning. This is what the teacher said:
I see to it that my learners sit comfortable. I make them feel welcomed at school. I see to it that learners with sight problem are made to sit in the front of the classroom. I provide resources suitable for all learners in the class. I invite parents to visit school for support in their children’learning (Ms Molly, teacher from Lwandle Primary School).
What was shared by the teacher from Lwandle did not differ from the other two teachers from Impala Primary School and Lilly Rose Primary School respectively. These teachers
92 mentioned that they managed classrooms where they had to see to it that all learners were made to sit comfortably. Teachers mentioned that there were no restrictions in terms of seating arrangements but learners with any form of disability were taken care of. The following is what the teacher echoed:
I consider the different kinds of disabilities my learners might have. Some learners have hearing problems; some are short-sighted and some are physically disabled. I make sure that I take recognisance of all those challenges and deal with them. For instance, if a learner has a reading problem, I make means to provide big books and books with pictures. Short-sighted learners are made to sit in the front (Ms Dakalo, teacher from Lilly Rose Primary School).
The understanding of the policy enables the teacher to identify the challenges in her class and come with strategies to deal with those challenges. Ms Ant from Impala Primary School concurs with this by saying that she identified the barriers to learning among her learners by using documents (SIAS) provided by the Department of Education which deals with Screening, Identification, Assessment and Support to learners. This is what the teacher had to say:
Assisted by the SIAS pack, I identify different barriers on my learners. I offer support as much as I can. For short –sighted learners, I provide books with big fonts and make learners sit in the front. I provide flash cards for flexible reading. I allow space for learners on wheelchairs. I design support programmes for learners identified to have challenges in learning. Understanding that all learners are supposed to learn to reach their potential, I design a support programme. I understand that learners differ in their learning and they can do well in other things, I therefore apply curriculum differentiation in my teaching (Ms Ant, teacher from Impala Primary School).
The information given by the participants above indicates their understanding of the policy and the management of it. In the South African schools, Inclusive Education policy is new.
93 Like other countries mentioned in Chapter Two, South Africa needs to manage Inclusive Education policy implementation. Its success will be through managing and supporting of its implementation.