Inclusive Education ADr M Gumede Dr D Mahlo ETH302S May 2013 A teacher ‘I have come to a frightening conclusion that I am a decisive element in the classroom. It’s my personal approach that create the climate. It’s my mood that makes the weather. As a teacher, I posses a tremendous power to make a child’s life miserable or joyous. I can be a tool for torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations its my response that influences whether a crisis will be escalated or de-escalated, a child humanized or dehumanized’. Dr Haim Ginnoth assess and support learners experiencing barriers to learning. skills necessary for the implementation of Inclusive Education (IE) ON COMPLETION YOU SHOULD BE ABLE TO: • demonstrate your understanding and insight of Inclusive Education.Purpose of the module • To help you gain understanding of inclusive education system. • screen. identify. • apply the theoretical knowledge into practice . • To equip you with knowledge. Multiple choice • Q2 20 Marks. True or False • Q3 70 Marks . 2 HOUR PAPER • Subsections • Q1 10 Marks.Examination FORMAT • 5 questions. Why Inclusive Education(IE) IE Constitution Human rights Education White Paper 6 Barriers to learning Teacher Support . sexual preference. culture. • It’s a human right. learning styles and language. makes good education sense. promotes acceptance and diversity. religion. gender. class. academic and professional development of all learners irrespective of race. good social scene. builds respect for one another. promotes the right to live & learn together. (TUT LETTER 501) .Important concepts • Inclusive Education is defined as a learning environment that promotes the full personal. disability. Different learning needs • Negative attitudes • An inflexible curriculum • Inappropriate languages or language of learning and teaching • Inappropriate or unsafe built environments • Inappropriate communication • Inappropriate and inadequate support services • Inadequate policies and legislation • The non-recognition and non-involvement of parents • Inadequately and inappropriately trained education managers . economic structures.the dominant social. District. attitudes .the immediate environment eg. • Microsystem. family. beliefs & values eg NDoE. peers . • Exosytem. • Macro system.One or more environments in which a developing learner is not directly involved but may influence the learner eg parents place of work.relationship that develops between two or more of the microsystems eg.time and how it relates specifically to the interactions between the systems. • Mesosystem.Bronferbrenner’s ecosystemic model All the system needs to work together to benefit an individual/learner Various levels • Chrono system. School. monitoring and support teachers at schools on the implementation of IE.coordinate learning support with special and full service schools & ensure there is partnerships with other agencies in the vicinity. Provincial &District requirements. make sure that schools have resources & equipment e. . • Provincial level provide experts to act as consultants.Cont• National level ignoring the rights of learners. monitor & evaluate the implementation of IE. lack of advocacy and information programme in support of inclusion. no support or clear guidelines to the province. Coordinate services in provinces eg money received from central government for education is judiciously spend • District train. unclear policy. provide guidelines to support learners with barriers to learning. no collaboration with other government departments.g assistive devices. • Schools – implement IE according to the National. give examples of those. Phases: Foundation . Two paragraphs discussing this aspect are enough. • Economic factors e. discrimination • Social barriers e.g war. Satanism. no facilities . Psychologist in training: you are confronted with different cases.g no empowerment. social justice. exclusion and discrimination against learners who experience barriers. Abuse.negative attitude.g poverty • Political factors e. Violence. Bullying.Intermediate. FET Drugs.Barriers located outside the learner • The context: the environment that is not accessible. Sexual Orientation. unrest. attitude of teachers and other learners. Senior. . material that is not available in an accessible format. discrimination. short term goals and medium term goals of Inclusive Education. Teacher Support. Curriculum differentiation. Full service schools. Learning Support. National and education documents that support Inclusive Education. Institution Level Support Team. (Concepts are in your Tut letter 501) . Fundamental principles of Inclusive Education.ACTIVITIES • Understand and be able to explain what is meant by the following: • Inclusive Education. District Based Support Team. Special schools. White Paper no 6. avoid labelling.Activities • How can you motivate and encourage teachers and adults to accommodate learners who are experiencing barriers to learning? -Positive attitude of both teachers and learners towards one another. promoting equal participation in school activities. give examples according to your own context). acceptance of one another. these are important to support inclusive education. . acknowledgement of differences. (Two paragraphs are adequate to support this. respect for each other. The .TEACHERS’ ATTITUDES • According to Bothma. For this reason. Gravett & Swart (2002:20) the international literature reports that the attitudes of teachers play a primary role in the successful implementation of an inclusive educational policy. teachers should be brought to board whenever new implementation is needed. • P24. special schools. specialized settings (read more) • Institutional Level Support Teams (ILST).(read more) .• District Based Support Teams (DBST) • P20. it draws on expertise in further. local communities. higher education.p24(TUT 501) –provision of coordinated professional support service.institutions will be required to establish ILST which will coordinate learner and teacher support. They can formulate school policies are marginalizing and excluding. equal educational opportunities. equity and equality. Human right. Inadequately and inappropriately trained education managers and educators can be a barrier to the implementation of Inclusive Education. TUT 501. • Negative attitude towards learners with disabilities • Discriminate learners with disabilities & learners who experience barriers to learning. • They might be unable to respond to a wide range of leaner needs . combating exclusion. makes good education & social sense. to have unified and single system of education. acceptance.This includes justice notion. The personnel can be insensitive to such learners. • lack an overall concept of what inclusion means. promote the right to learn and live together. to address barriers in education. diversity & build respect for one another.ContWhat are the reasons for the movement towards an inclusive education • P21-24. Involve parents/caregivers when assisting learners who experience barriers to learning because: Parents/ caregivers know better about the child. they can provide information on the history of the child since conception. history of the family.assist with reading. bricklayer. P9-10. police-adopt a cop. 501. .Why is parental/caregiver empowerment important? Discuss ways of involving the parents/caregivers of learners who experience barriers to learning . pastor/counsellor. give information about the child’s strength &weaknesses. retired grandmother. They can serve as partners eg if a parent is a doctor. Discuss the central findings of the NCSNET and NCESS report.volunteer to build ramps.medical support. if there are any sources of intervention that they use at home or that has been done on the child.counselling learners etc. -implies a very specific attitude towards the norms or criteria of society.quality & lifelong learning -total mind shift towards education based on specific value system. -enables learners to achieve excellence thus quality education -includes those who are previously disadvantaged -warm & embracing attitudes towards all human beings -focuses on the learner as he/she is -addresses the causes of barriers to learning & development -is based on equality .IE approach in an ordinary school -acknowledge that all learners can learn & needs support -overcoming barriers in the system so that a full range of learning needs can be met. . atmosphere be conducive.Identify & assess barriers to learning. accept people who are facing challenges. the learner him/herself & other role players. Keeping a portfolio -it contain an assortment of learners work. listening & questioning -all situations & circumstances. address the barriers or needs of all learners.P4. . other teachers. monitoring behaviour & emotional responses. accept people who are different & stop discrimination. Adapted assessment techniques Observation.take notes. a learner selects his own work to be placed in the portfolio. adapt teaching strategies. Interviews with stakeholders Parents. embrace diversity. support inclusion.Challenges to the teacher . arrange interviews. change perceptions and attitude.concetrate on specific that will be useful in developing supportive relationships. advocate & raise awareness. plan and implement a support programme. . outcomes. • Identify & assess barriers to learning.Learning support can be defined as all activities that increase the capacity of a school to respond to diversity (CSIE 2000:11). resources. • Creating a barrier free environment • Assessment & planning • Collaboration with stakeholders .Learning Support . Planning a learning support programme • Curriculum differentiation. plan & implement a support programme & adapt teaching strategies and discover teaching approaches that you will be able to use again. methodology . adapting the content. • Duration of support.strategies. the management of classroom environment. integrate what was learned with the new work .Make provision for revision .Allow opportunities for feedback .Learning support Adapted strategies to accommodate learners who experience barriers learners -Encourage learners to think aloud -Encourage questions -Allow opportunities for discovery .Break new work into smaller steps . ac.za 012 429 4002 .ac.za mahlofd@unisa. [email protected] Good luck Gumede/Mahlo 012 429 8312.