7.4.1 Micro level
From the lessons learned above at the micro level, in enabling an inclusive classroom, we would need to pay careful attention to school and classroom infrastructure, organisation and practice. This would include:
o An inclusive school infrastructure to accommodate learners with additional needs, to enable easy access around the school for learners.
o The creation of more classrooms of sufficient size to accommodate comfortably the teacher, the learners, and the classroom furniture, allowing for a free flow of movement in the class.
o A smaller class size in terms of learner numbers to enable a better teacher to learner ratio.
o The possibility of a teacher aid per classroom to assist the classroom teacher.
o The possibility of teachers being fluent in more than one language of teaching and learning to assist learners with differing language backgrounds.
o The seating arrangement of learners needs to be compatible with classroom diversity, allowing for interaction and collaboration between learners, cooperative learning and an atmosphere of inclusivity.
o The need for up-to-date classroom resources and assistive devices. Professional teacher training in the use of these resources, to enable inclusive teaching and learning practices, would also need to be provided.
o The importance of enabling the collaboration and a shared sense of responsibility between all the stakeholders in the inclusive education of learners, especially concerning learners experiencing barriers to learning.
o A supportive learning environment is needed so that learners feel appreciated, comfortable, and safe, with teachers who have a positive attitude, are interested in and engaged with their learners. Professional teacher training in the management of behavioural problems would need to be made available.
o Structure and routine need to be established in the classroom, with well-planned, organised, and presented lessons, which begin punctually. Teachers need to allow for the flexible implementation of the curriculum, reteaching, and reviewing of core content before commencing with new content, clear examples, and skill modelling
for new content, as well as sufficient practice by learners to be able to perform at an acceptable level. Feedback and correction need to be provided by the teacher, undertaking the periodic review of content and skills.
o Instructions given by the teachers at the foundation phase level need to be short and clear, with the use of repetition and a variety of examples. Distractions need to be kept to a minimum.
o The importance of learning to read and of exposing learners to reading on an ongoing basis in the formative years at primary schools is essential, by making books available and accessible in the classroom. The books need to be in the various home languages of the learners and relevant to the age group and life-world of the learners in the class. Reading programmes and initiatives from the community could provide additional opportunities for learners to read.
o The need for up-to-date reading resources catering for the different reading levels of learners. Professional teacher training in reading strategies would need to be provided.
o The examples in the Mathematics text books would need to be revised to help clarify concepts being taught.
o Parent workshops informing parents of the significance of reading in the lives of their children, and guidance on how and where to access books.
o The importance of accommodating the diverse learning styles of learners by providing multiple and flexible teaching and learning styles in the classroom, as well as adopting concrete and semi-concrete resources.
o The use of a variety of inclusive teaching and learning strategies by the teachers, such as scaffolding, cooperative learning, differentiated teaching and learning, individual learner support, accommodations, and modifications.
o The importance of early identification and intervention of barriers to learning experienced by learners in the foundation phase, through continuous formative assessments, collaboration with all the stakeholders to put a formal written IEP in place and to access the necessary medical intervention, expert support personnel and assistive devices and resources.
7.4.2 Macro level
From the lessons learned above at the macro level, in enabling inclusive education at schools, policy makers and the Department of Education would need to look critically at the following:
Teacher support
o The professional in-service training and development of teachers in up-to-date inclusive educational practices, strategies, skills and techniques to respond to the increasing diversity of needs and abilities of learners in their classrooms.
o The professional in-service training and development of teachers in what constitutes intrinsic and extrinsic barriers to learning, how to recognise and address them by providing the necessary support to learners experiencing barriers to learning.
o Professional training in inclusive educational models and plans should be made available to schools and their teachers, as well as hands-on training in practical skills.
o The effects of professional teacher training and development needs to be monitored and feedback provided. Makoelle et al. (2016, p. 65) points out that teachers need to be “taught how to be critical and reflective about their practice and to rely heavily on evidence-based teaching”.
Policy implementation
o The DBSTs need to follow through and provide the necessary feedback and support required once receiving the SNA forms from schools and parents by making available the expert support personnel, assistive devices, and resources needed by learners.
o The establishment of public awareness programmes in the community and among parents of learners at schools to promote inclusive education, especially concerning barriers to learning, such as health impairments and behavioural difficulties.
o The provision of clear directives and steps that schools need to take to encourage parental involvement in their children’s schools.