Willing students, currently in the fourth grade support program, were used in the focus group interview. Lo and behold, Peter and Keroshni were both announced as winners in the JP.
INTRODUCTION
Therefore, establishing an inclusive education system in South Africa requires the development of appropriate support services at both school and district levels. According to Donald, Lazarus & Lolwana, the development of effective and appropriate educational support services will be critical to facilitating this process.
AIMS OF THE INVESTIGATION
Primary aim
Secondary aims
STATEMENT OF THE PROBLEM
Primary research question
Secondary research questions
CONCEPT CLARIFICATION
- Inclusive education
- Remedial teacher
- School-based support teacher
- Primary school
Currently, any teacher can be a support teacher as long as they are willing and have extensive teaching experience. A primary school can be explained as a school for young learners usually in the first grades, from grade one to grade seven.
RESEARCH DESIGN AND RESEARCH METHODOLOGY
Research design
The support teacher provides support in an inclusive educational environment to other teachers as well as to students experiencing barriers to learning. Methods such as semi-structured interviewing, focus group interviewing, participant observation and document analysis will be used to gain an in-depth knowledge and will be used to further guide this study.
Research methodology
- Sample
- Data collection
- Data analysis
- Ethical clearance
An analysis of the observation in the classroom will also be done using the observation schedule. The support teacher and the learners will remain anonymous and no names will be mentioned.
FURTHER COURSE OF STUDY
Document analysis of the assessment tests conducted at the end of 2005 was compared with those conducted at the end of 2006. A frequency table for English and one for Mathematics because the emphasis of the support program focuses on those two areas.
CONCLUSION
This includes formulation of research questions, statement of objectives, sample, data collection process and analysis. The fifth chapter will present the conclusions and implications of the research, limitations of the study, and suggestions for further research.
INTRODUCTION
The purpose of the Salamanca Conference was to promote the goal of education as a fundamental human right by addressing the fundamental policy shifts needed for the development of inclusive education. Schools in South Africa are encouraged to get involved in the process of change and become part of the transformation in education.
Education in the past
Furthermore, in the past the few support services that did exist were not distributed proportionately to all South African learners. The services were unrelated to the general curriculum and were considered separate from the developmental needs of all students.
Education in the post apartheid era
It is suggested that a systematic approach to the assessment of individuals and the development of prevention and intervention programs are necessary to respond appropriately to the needs of all students (Engelbrecht, et al., 2004: 2). Support programs must respond effectively to the requirements of a comprehensive education system and in particular to the needs of teachers who will be directly involved in the daily implementation of these programs.
INCLUSIVE EDUCATION
What is Inclusive Education?
Inclusive education is about removing all barriers to learning and the participation of all students who are vulnerable to exclusion and marginalization. They say that inclusive education involves changing attitudes and maximizing the participation of all students in the learning process.
International perspectives and policy regarding inclusive education
- Inclusive policy in the United Kingdom
- Inclusive policy in Canada
- Inclusive policy in Australia
- Inclusive policy in New Zealand
Many of these children would no doubt have been sent to special schools in the past. According to Rustemier, arrangements have been made to place all students in the regular class.
South African perspectives and policies regarding inclusive education
- National policy regarding inclusive education in South Africa
- Education support services
- USE OF TECHNOLOGY TO ENHANCE INTERVENTION
This means that all aspects of the curriculum must be developed to ensure that the diverse needs of the student population are met. Engelbrecht et al. argue that this obstacle can be reduced by introducing the supportive teacher and school support team. Therefore, it is imperative that education support services become an integral part of the education system.
According to Porter, a second adult in the classroom can be a significant help to the teacher. In terms of support structures, every effort should be made to accommodate and provide for all students in the mainstream classroom. This means that the school support team should focus on helping the student and the teacher in the inclusive classroom.
CONCLUSION
All the results of the work done by the learners are automatically recorded on the computer and are easily accessible so that the teacher can give timely feedback on the learners' progress. By quickly analyzing the results of the learner, the teacher is made aware of problems encountered. Computer programs also have an editing option so that teachers can change the software tasks and objectives to meet the individual needs and abilities of the learners.
Often just a quick word or two, even from across the room, can remind the student what to do next. By observing what the student is doing, the teacher can help extend the student's learning. In addition, working on computers and using appropriate software and achieving success can improve students' self-concept.
INTRODUCTION
AIM OF THE INVESTIGATION
Primary aim
Secondary aims
STATEMENT OF THE PROBLEM
General orientation
Primary research question
Secondary research questions
RESEARCH DESIGN
Qualitative research
RESEARCH METHODOLOGY
- Introduction
- Literature review
- Procedure
- Sampling
- METHODS OF DATA COLLECTION
- Unstructured interview
- Focus group interviews
- Participant observation
- Data analysis
- Trustworthiness
- Ethical issues
It was also necessary to ask the parents or guardians of the participants for the researcher's permission (Appendix I). The researcher informed the participants about the purpose of the research and the structure of the interview. Of the nineteen students who received support in fourth grade, ten volunteered to participate in a focus group interview.
The participants were chosen because they have some common characteristics related to the topic of the focus group. According to Poggenpoel, in order to determine whether the information gathered from the participants was true, the researcher must establish a correlation between their verbal accounts and the analysis of the study. According to Dane, confidentiality means that only the researcher should know the identity of the participants.
CONCLUSION
Anonymity implies that no information provided by the participants will reveal their identity in any way (Cohen & Manion. Anonymity also means that no one, including the researcher, should be able to identify any participants afterwards (Babbie. To further ensure anonymity, also neither the name of the school nor that of the support teacher or any of the learners used in the research was mentioned.
The researcher also ensured that the tape recordings and all data collected were not accessible to anyone during the research nor after the research was completed.
INTRODUCTION
FINDINGS
It is clear from the findings that the participating teacher creatively got involved in the presented situation. An unstructured interview was conducted with the support teacher to find out how she negotiated her changing role from a supplementary teacher to a support teacher. A focus group interview was then conducted with some of the students who were in the support program to find out how they felt about such a program.
DISCUSSION OF FINDINGS
- Theme 1: Experiences as a remedial teacher
- Theme 2: A more constructive role
- Theme 4: Incorporating computer-aided learning to support learners
- Theme 5: Reflections on her changed role as a support teacher
The supporting teacher can also facilitate a more structured exchange between teachers working in the same school (Porter). Thus, the role of the supporting teacher will be to recommend actionable strategies to the teacher to support the student in the classroom, as indicated by Ms. Moreover, according to the supporting teacher, all students with a specific need come to her in the computer lab to see how she can support both them and their teachers.
The support program uses various computer programs, including some Readers. Another important part of the support from the management team was that it helps. For the supporting teacher, the difference lies in the continuous interaction with all teachers.
CONCLUSION
INTRODUCTION
SUMMARY
- THEME 1: Experiences as a remedial teacher
- THEME 2: A more constructive role
- THEME 3: Experiences of her changing role
- THEME 4: Incorporating computer-aided learning to support learners
- THEME 5: Reflections of her changed role as a support teacher
A mainstream school, like the one chosen for this research, should therefore provide low-intensity support within the school. There is no doubt that greater flexibility in the school helps to meet the needs of all students. The formation of the School Guidance Team was useful and beneficial and served the needs of the school to the best of its ability.
The School Leadership Team or IST plays a vital role in creating structures to support all students. The collaboration of all teachers, the support teacher and management develops ownership and responsibility within the school. The introduction of computers in the school increased teaching resources in the school, and a much larger number of students could receive support at the same time.
IMPLICATIONS OF THIS RESEARCH
In this way, no student will be left without the necessary intervention and support that they need. Given a continued focus on inclusiveness in the classroom, there is a great need for teaching assistants to support teachers and the academic and social needs of students with disabilities (Broadbent et al, 2006: 10). But for the teachers who are already in the profession, it is necessary to have ongoing professional development either within the school or from the Department of Education.
This way, all new teachers are prepared to deal with exclusivity in the classroom. In addition, teachers must be given sufficient support to teach students with diverse needs. In this regard, computer-assisted learning and support are critical to achieving quality education for all.
LIMITATIONS OF THIS STUDY
RECOMMENDATIONS FOR FUTURE AND FURTHER RESEARCH
CONCLUSION
Quality education for all: A report of the National Commission on Special Educational Needs and Training and the National Board for Educational Services. Pre-service teachers' attitudes, concerns and feelings about inclusive education: An international comparison of beginning teachers. Inclusive education and training and its implications for ELSEN delivery, programmes, staff development and support teams.
It grew out of the need that the school had, that was presented at the school. In this study I will explore how the remedial teacher's skills can be used effectively and to full advantage as a support teacher in the school. I will also look at the student results documents for the beginning and end of the year, for further analysis.
