Finally, it describes the scope of the investigation and outlines an overview of the chapters that follow. Significantly, it was the transformation of 17 departments of education into a single unified ministry of education (Naicker, 1999a). Likewise, Muthukrishna and Schoeman consider this report as a shift in thinking from the deficit perspective of the medical or 'special needs education' model to 'barriers to learning and development' within the education system from an ecosystemic perspective (which will be discussed in chapter 2).
Therefore, the focus of this study is to explore learning practices and strategies that meet the diverse needs of students in order to prevent learning disruption.
Statement of the problem
Thus, exploring the teaching practices of educators with special needs will make a critical contribution to inclusion, as 'educators are the primary resource for establishing an inclusive education system' (DoE. I have therefore chosen to explore how teaching practices provide a quality and provide relevant learning experience for learners who experience barriers to learning in a specialized environment The nature of the current study may serve to demystify the teaching practices and roles of special needs educators.
The study may bring awareness that mainstream teaching practices are not so different from the teaching practices of special needs educators.
Significance of the research
Therefore, the way in which schools and especially educators adapt their teaching practices in the future is critical to the implementation of inclusiveness. By exploring the teaching practices and experiences of special needs educators, it should be possible to anticipate and anticipate some of the difficulties that many schools will face in the future and suggest some strategies and guidelines for coping with the problems. Such research can enable educators, students, parents, and policy makers to identify and correct discriminatory teaching practices wherever they exist in schools.
The main goal of the study is to investigate teaching practices in special schools in the context of building an inclusive education system.
Scope of the investigation
The purpose of Chapter I was to introduce the reader to the development of an inclusive education system in South Africa, to provide contextual exposure and to indicate the origins of this research. This chapter focuses on the research design, sampling plan, fieldwork, data collection methods, data analysis and presentation, protection and anonymity of research participants, and a possible limitation of the study.
PERSPECTIVES ON SPECIAL NEEDS EDUCATION
SPECIAL EDUCATION
In the early Greek civilizations and the early Roman Empire, extermination was also a common practice. Ancient Egypt and India, the Old Testament and the Talmud either prohibit extermination by law or refer sympathetically to the blind and crippled (Du Toit, 1996). Events such as the Renaissance, the Reformation and the French Revolution ushered in the scientific approach to the treatment of people with disabilities (Du Toit, 1996).
It was only in the late nineteenth and early twentieth centuries that educators became interested in the education of people with disabilities.
THEORETICAL PERSPECTIVES
- THE MEDICAL MODEL
- Limitations of the medical model
- THE SOCIAL RIGHTS MODEL
- ECOLOGICAL SYSTEMS MODEL [Refer to Figure 1]
- AN HISTORICAL ACCOUNT OF SPECIAL NEEDS EDUCATION PRIOR TO INCLUSION IN SOUTH AFRICA
The strength of the medical model is evident when an individual presents with pathology, for example severe chest pains. One of the first limitations of the medical model stems from the way in which medical practitioners conduct themselves (Bailey, 1998). The promotion of greater awareness of the educational needs and rights of learners with a disability has contributed to the mainstreaming and integration of learners in mainstream schools.
Unfortunately, this dominance of the medical model in education, which focuses on deficits within the learner rather than on deficits within the education system (Dyson and Forlin, 1999), has contributed to exclusionary practices towards learners with special needs.
![FIGURE 1 ECOSYSTEMIC MODEL LAYOUT [Swart and Pettipher, 2005]](https://thumb-ap.123doks.com/thumbv2/pubpdfnet/10639977.0/29.852.120.597.447.910/figure-1-ecosystemic-model-layout-swart-pettipher-2005.webp)
METHODOLOGY
From quantitative to qualitative research
Advances in specialized education seem to need to be reframed to attend to the uniqueness of contexts or systems and encounters. In this sense, reality is assumed to be something created in the minds of those involved in the situation, rather than something that can be objectively defined, observed. This change in orientation indicates a shift from a positivist paradigm that uses a quantitative research design to an interpretive/constructivist paradigm associated with qualitative research designs and described as contextual, experiential, involved, socially relevant, and involving emotions and events as experienced (Mertens and McLaughlin , 2004).
This paradigm frames disability from the perspective of a social, cultural minority group, so that disability is defined as a dimension of human difference and not as a defect (Gill, 1999 in Mertens and McLaughlin, 2004). The transformative paradigm holds that knowledge is not neutral, but is influenced by human interests; all knowledge reflects power and the social. However, greater emphasis is placed on the impact of historical, social and cultural determinants of the definitions.
Second, the interpretive/constructivist paradigm assumes that the researcher and the researched are interconnected, mutually influencing each other through the process of their mutual interaction (Mertens and McLaughlin, 2004). For example, in the study, the researcher conducted a focused group interview with regular teachers from the three foundation phases to gather preliminary information about potential problems. In addition, there is also a critical examination of issues of power and control over the research process and the interpretation of the results from the participants' point of view.
Third, the interpretive/constructivist paradigm believes that facts are products of social construction; therefore the values around any statement of 'facts' must be investigated and made explicit (Mertens and McLaughlin, 2004:100). Consequently, the current study involves a qualitative exploration of teaching practices, of the uniqueness of particular educational events and contexts, of social organizations such as classrooms, to be understood from the perspectives of different participants, and to encourage educators to see themselves as 'reflective to see. practitioners to examine their own environments and practices with a view to bringing about improvements (Ainscow, 1999:37).
Research design
The rationale behind the selection of special needs foundation phase educators was the recognition of the importance of early educational intervention. In the process, the researcher links the results of the investigation to wider questions about social inequality and social justice. However, the researcher, being a special needs teacher at one of the research sites, ie the school for physically disabled learners, approached her principal directly.
A letter was subsequently sent to the schools (Appendix A, page 84) detailing the study and actual procedures. In this way, the interview is useful as it provides a detailed picture of the participant's attitudes, beliefs, perceptions or representations of the topic (De Vos, Strydom, Fouche, & Delport, 2002). Interviews were conducted after the educators' consent to the terms of consent (Appendix C, page 88) had been secured.
Biographical questionnaires were used to describe the characteristics of the participants in the sample in a simple descriptive manner. In this way, a large amount of information was reduced while still preserving important aspects of the data (Kvale, 1996). The data were interpreted to make them understandable by referring to the participant's perspective (Neumann, 1997).
They were made aware of the identity of the researcher, the nature of the research and the motivation behind it. A possible limitation of the study was that the researcher is a working colleague of four of the participants.
RESULTS AND DISCUSSION
ONE TO ONE INTERVIEWS: TEACHING PRACTICES OF SIX FOUNDATION PHASE SPECIAL NEEDS EDUCATORS
- TEACHING PHILOSOPHY
- ATTITUDE
- TEACHING METHODOLOGY
- CURRICULUM
- Goal Setting
- Language challenges
- CLASSROOM ORGANISATION
- LEARNING MATERIALS AND EQUIPMENT
- Specialised / specific equipment
- ASSESSMENT
- FEEDBACK
- REPORTING
Almost all the participants responded positively that they love and enjoy teaching the learners. Most of the educators said that it was challenging, sometimes difficult, time-consuming and involved advanced planning and thinking. All the participants said that they adopted a multi-sensory, interactive and 1-earner-centred approach to teaching and learning.
One participant stated that the focus should be on the process of understanding rather than the final product. All the participants said that all children can learn, but the educator must identify their particular learning style in order for them to achieve it. All participants stated that opportunities arose to develop and improve their teaching skills while teaching special needs students.
There was a general understanding among the participants that they should try to meet most of the scores for a given class. All participants stated that it was a challenge to try and complete the curriculum for the academic year. All participants stated that English is a second language for most students and presents a major challenge in the transfer of understanding and knowledge.
On the positive side, all participants stated that code switching was used effectively to translate, for both teacher and student. The participant with a hearing impairment indicated that the following considerations are necessary for students with a hearing impairment. Participants stated that some students in the foundation phase were too young and immature to participate in a group.
The various professionals are all involved in assessing the student and making recommendations.
IMPLICATIONS, RECOMMENDATIONS AND CONCLUSION
Challenges experienced by special needs educators
Likewise, mainstream educators' attitudes toward disability will only be revealed through direct exposure when working with students with special needs in the classroom. Special needs educators and their teaching practices represent a microcosm of what an inclusive school should look like. Report of the National Commission for Special Needs in Education and Training (NCSNET) and the National Committee for Educational Support Services (NCESS): Quality education for all: overcoming barriers to learning and development.
Title of the research dissertation: Researching the pedagogical practices of pedagogues with special needs in the context of building an inclusive education system Dear Sir or Madam. How your philosophy (own beliefs and ideas) of teaching and learning influences your decision-making in preparation and teaching for special needs. How does thinking about teaching students with special needs contribute to your understanding of all your teaching actions?.
What are the opportunities that learners with special needs offer to develop your teaching skills?. How are learners with special needs affected by being taught through the medium of their second language?. What percentage of time is needed to ensure understanding of subject content when teaching learners with special needs?.
How do you use your theory/thinking about teaching students with special needs to improve practical teaching methods and actions? How do you report academic concerns of students with special needs to healthcare providers/significant others? How do you ensure confidentiality is maintained about children with special needs and their families?
What procedures are used at your school to report academic concerns of students with special needs to significant others.
