CHAPTER 4: RESULTS AND DISCUSSION
4.1 ONE TO ONE INTERVIEWS: TEACHING PRACTICES OF SIX FOUNDATION PHASE SPECIAL NEEDS EDUCATORS
4.1.9 REPORTING
The questions and discussions on reporting concentrated on how academic concerns of learners are reported to caregivers as well as the importance of reporting concerns and maintaining collaborative working relationships with multidisciplinary team
members, volunteers and facilitators. Participants emphasised that their relationship with caregivers was essential to reinforce learning at home. This reporting
relationship was based on openness, honesty and transparency. Participants suggested that parents should be encouraged to ask questions, list their concerns from the outset, and suggest areas of extra attention. Itwas stressed that it was necessary to inform parents early during the first term that a child was struggling and not coping.
Participants stated that early identification and reporting of concerns enabled them and the parents to collaborate and work together as a unified team to address concerns. In this way the learner develops an understanding of acceptable and unacceptable behaviour or academic outcomes as it is reinforced in both the school and home environment. In a similar vein, Alant and Harty (2005) state that every effort must be invested to identify children at risk at an earlier stage, to prevent the development of more extensive developmental problems in children and to ensure more long-term success.
Participants stated that a communication book was used to report any concerns,to note any reminders or for positive comments about a learner. For example, ' Please supervise Sam when completing homework as he needs guidance'. Participants also stated that parents are informed about a child's progress through formal school reports and through parent/educator evening meetings. However, if a learner has performed very poorly academically or is very disruptive in class, then a letter is mailed home scheduling an urgent meeting. If possible, the deputy principal, principal or head of department [HOD] should always be involved in meetings with the parents and educator.
In addition,participants mentioned attending weekly foundation phase meetings in their respective schools that serve as a platform for them to share concerns and problem-solve to alleviate concerns. However,participants emphasised that if there was a serious concern about a learner then a multidisciplinary team meeting with written reports from all the members would be arranged which included the educator, HOD, psychologist,nurse,mobility instructor, therapists [occupational,
physiotherapist,speech therapist] and deputy principal or principal. Multidisciplinary recommendations are discussed in the meeting and the educator would be the person to implement the recommendation. Itwas stressed that all written reports about the
learners were treated confidentially and only discussed in meetings. However, on occasion certain medical conditions warranted that learners are instructed not to play roughly with a leamer, for instance a learner with haemophilia, where a bruise may result in internal bleeding. Participants indicated that therapists provide 30 minutes individual therapy sessions or 45 minutes group therapy once or twice a week for specific disabilities. They stated that multidisciplinary team members act as a useful resource and are full of ideas and keen to help. Uys (2005) supports the
multidisciplinary or trans-disciplinary team approach as it was indicated to be an effective method of managing learners with disabilities and their families. According to this approach all team members will view the learner holistically and regard the family as equal partners in the intervention team. The different professionals are all involved in the assessment of the learner and make recommendations to be
implemented in the classroom context (Uys,2005).
Participants stressed that volunteers and paid facilitators playa vital role in special settings and are valued and deserving of respect. Accordingly, Uys (2005) writes that the use of paraprofessionals is becoming popular in schools. A paraprofessional or facilitator is a person who enjoys working with learners with disabilities and functions as an aide to the educator in the classroom to assist with all the learners. They serve as an extra pair of hands for wheeling learners, providing one-to-one reading or math assistance or helping with visually impaired learners. For instance, when an educator works with one leamer, the volunteer or paraprofessional sees to the others, so the educator has undivided attention to assist the learner. All participants indicated that two volunteers for 15 learners would be adequate. Participants emphasised that volunteers need training, clearly outlining their areas of responsibility and specific duties thus maintaining clear professional boundaries. Volunteers need to be trained to be firm yet gentle or are easily manipulated by the apparent 'helplessness' of learners, especially as independence is the major goal of teaching special needs learners and is in keeping with the social rights theme of self-reliance (Fulcher, 1989).
In summary, the success of any teaching practice depends largely on the personality of the educator. Educators may have the most brilliant qualifications and the best teaching aids at their disposal,but in the final analysis it is the personal relationship between learners and educator that counts. What is required is an educator who
grasps the fact that the special needs learner is capable and that through adapting teaching methods, curriculum and assessment to meet the needs of the leamer,they can motivate learners to develop to their full potential. The next chapter will present the implications for future practice, recommendations to consider and conclusion of the study.
CHAPTER 5: IMPLICATIONS, RECOMMENDATIONS AND