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Promotion of inclusive education by the learning support teacher concerning foundation phase numeracy and literacy in Gauteng independent schools

Inclusion of learners with diverse needs implies a shift from a medical deficit model to a social systems model. The latter does not view the learner as a problem; instead it considers the environment or society’s response to the individual as barriers to learning. This study focuses on collaborative co-teaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data was collected from a small sample by interviews, observations and documents and inductively analysed. Recommendations for the improvement of practice were made based on the findings. / Educational Studies / M. Ed. (Specialisation in Guidance and Counselling)

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/3195
Date12 1900
CreatorsYorke, Lynette Claire
ContributorsKruger, Deirdre
Source SetsSouth African National ETD Portal
LanguageEnglish
Detected LanguageEnglish
TypeThesis
Format1 online resource (142 leaves : ill.)

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