Promotion of inclusion by the educational psychologist through the use of accommodations in South African independent high schools

Abstract

Inclusion is a dynamic and evolving global movement that embraces diversity. Accommodations have become an important instrument in the inclusion process. Accommodations allow learners experiencing barriers to learning to access the general curriculum and perform optimally in examinations. Inclusion and the associated accommodations are context-dependent, although inclusion and accommodations in South Africa have not developed in isolation. Therefore, from an international and national perspective, legislation and policies that influence the inclusive process in America, Finland, Australia and South Africa, were investigated. From the perspective of the independent high schools (IEB) in South Africa, the IEB Policy and Procedures: Accommodations and Exemptions underpins the accommodation process which involves accommodations in setting, scheduling presentation and response (IEB 2018). Against the backdrop of legislation and policies, the study focuses on the educational psychologist’s role as a key stakeholder in the IEB’s accommodations and associated support process. In accordance with Bronfenbrenner’s bio-ecological model, the implementation of accommodations and support is founded on the creation of positive interactions and alliances in varying contexts. Barriers to learning in reading and written expression, coupled with cognitive neuroscience that underpins many accommodations, were investigated with the purpose of determining how best to support learners. A literature review provided the background to an empirical inquiry aligned to the qualitative research approach. A two-layered phenomenological research strategy of inquiry was adopted, consisting of two groups of participants, namely school psychologists and learners between Grades 9 to 11 who had procured IEB accommodations. Stratified random sampling initially identified the schools in South Africa, followed by purposeful sampling in selecting the school psychologist and learner participants. Data was collected by means of 18 semi-structured interviews, observation and a research diary. Data analysis showed that several resource-based challenges were experienced, such as physical, financial, human and time. Furthermore, parental influence and fairness of the IEB accommodation review were evidenced as challenges. In contrast to the challenges, learners improved academic performance and heightened personal development were noted by both the school psychologist and learner participants as advantages of accommodations. Recommendations for the improvement of practice were made based on the findings.

Insluiting is ʼn dinamiese, groeiende wêreldwye beweging wat hom vir diversiteit beywer. Akkommodering is ʼn belangrike instrument in die bevordering van diversiteit en help leerders met leerhindernisse om toegang tot die algemene kurrikulum te verkry en in die eksamen optimaal te presteer. Ofskoon insluiting en die gepaardgaande akkommodering deur die konteks bepaal word, het dit in Suid-Afrika nie in isolasie ontwikkel nie. Daarom is die wetgewing en beleide wat die insluitingsproses in Amerika, Finland, Australië en Suid-Afrika bepaal, uit ʼn internasionale en nasionale perspektief verken. Vir onafhanklike hoërskole in Suid-Afrika lê die IEB Policy and Procedures: Accommodations and Exemptions ten grondslag aan die akkommodering ten opsigte van omgewing, skeduleringvoorlegging en reaksie (IEB 2018). In die lig van die wetgewing en beleide word die rol van die opvoedkundige sielkundige in die IEB se akkommodering en die steun wat daarmee gepaard gaan, in hierdie studie ondersoek. Volgens Bronfenbrenner se bio-ekologiese model bepaal positiewe interaksie en bondgenootskappe in verskillende kontekste die implementering van akkommodering en steun. Leerhindernisse in lees en skriftelike uiting sowel as kognitiewe neurowetenskap, waarop talle akkommoderings berus, is verken om vas te stel hoe leerders die beste gehelp kan word. ʼn Literatuuroorsig was die grondslag van ʼn empiriese ondersoek en ʼn kwalitatiewe navorsingsbenadering. ʼn Tweeledige fenomenologiese navorsingstrategie is gevolg en twee groepe het aan die studie deelgeneem, te wete skoolsielkundiges en leerders in Graad 9 tot 11 vir wie IEB-akkommodering voorsien is. Die skole in Suid-Afrika is deur gestratifiseerde ewekansige steekproewe geïdentifiseer en die skoolsielkundiges en leerders deur doelgerigte steekproefneming gekies. Data is by wyse van 18 halfgestruktureerde onderhoude, waarneming en ʼn navorsingsdagboek ingesamel. Volgens die dataontleding is daar verskeie hulpbronuitdagings. Hieronder tel fisieke, finansiële, menslike en tyduitdagings asook ouerinvloed en die billikheid van die IEB- akkommoderingsoorsig. Ondanks die uitdagings het sowel die skoolsielkundiges as die leerders op verbeterde akademiese prestasie en aansienlike persoonlike ontwikkeling as voordele van akkommodering gewys. Ten slotte is aanbevelings op grond van die bevindings gemaak om die praktyk te verbeter.

Uhlelo olufuaka wonke umfundi wuhlelo oluguquguqukayo futhi olujikeleza umhlaba wonke, oluphinde futhi lufake ukwehlukahlukana. Izinhlelo zokwamukelwa kwabafundi abakhubazekile seziphenduke ithuluzi elisemqoka ngaphansi kohlelo oluxuba wonke umfundi. Izinhlelo zokwamukelwa kwabafundi abakhubazekile zivumela abafundi abanenkinga yokufunda ukuba bakwazi ukuthola ikharikhulamu yonke futhi basebenze ngokusezingeni eliphezulu kuzivivinyo. Uhlelo oluxuba wonke umfundi kanye nezinhlelo ezihambisana nokwamukelwa kwabafundi abakhubazekile zencike phezu kwesizinda, yize uhlelo oluxuba wonke umfundi kanye nezinhlelo ezamukela abafundi abahlukahlukene eNingizimu Afrika zingakaze zithuthuke zodwana. Ngalokho-ke, ngokomqondo wezwe nowomhlaba, imithetho eshayiwe kanye nemigomo enomthelela phezu kohlelo oluxuba wonke umfundi eMelika, eFinland, e-Australia kanye naseNingizimu Afrika, ziye zaphenywa. Ngokomqondo wezikole eziphakeme ezizimele (IEB) eNingizimu Afrika, phecelezi i-IEB Policy and Procedures: Accommodations and Exemptions zichaza uhlelo lokwamukelwa kwabafundi abakhubazekile oluxuba phakathi izindawo zokuhlaliswa ngaphansi kwesizinda, ukuhlela izinkathi zokwethula izinkulumo Kanye nesikhathi sezimpendulo (IEB 2018). Lokhu kumayelana nomthetho oshayiwe Kanye nemigomo ethi ucwaningo lugxile phezu kwendima yosolwazi wezengqondo kwezemfundo njengomdlalindima oqavile ohlelweni lwezinhlelo zokwamukela abafundi abakhubazekile ezikolweni eziphakeme ezizimele Kanye nohlelo oluhambisana nokuxhasa (IEB’s accommodations and associated support process). Ngokwemodeli kaBronfenbrenner ye-ikholoji yempilo, ukusetshenziswa kwezinhlelo zokuhlalisa abafundi Kanye noxhaso oluhambisana nalokhu kwatholakala phezu kokwakhiwa kwezenzo ezinhle zokuhlangana Kanye nokusebenzisana okwenzeka kwezinye izizinda ezahlukahlukene. Izihibhe eziphazamisa uhlelo lokufunda eziphawuleka uma kufundwa futhi nangesikhathi kubhalwa, lokhu kuhambisana nenyurosayensi yokusebenza kwengqondo okuchaza izinhlelo eziningi zokwamukelwa kwabafundi abakhubazekile, kuye kwaphenywa ngenhloso yokuthola ukuthi ngabe abafundi bangaxhaswa kangcono kanjani. Ukubuyekezwa kombhalo wobuciko kuveze umlando kwiphenyo eliphathekayo elihambisana nendlela yocwaningo eyencike kwingxoxo (qualitative research approach). Amasu ocwaningo azigaxazimbili efenomenoloji ophenyo aye alandelwa, aqukethe amaqembu amabili abadlalindima, wona yilawa alandelayo; osolwazi bezengqondo besikole Kanye nabafundi abaphakathi kwebanga iGreyidi 9 ukufikela ku11 abahlinzeke ngezindawo zokuhlala ezikoleni eziphakeme ezizimele (IEB). Uhlelo lwesampula olubizwa nge (stratified random sampling) ekuqaleni lukhethe izikole eNingizimu Afrika, kwalandelwa ngokwenza isampuli enenhloso uma kukhethwa usolwazi wezengqondo Kanye nabadlalindima abangabafundi. Idatha yaqoqwa ngokusebenzisa izinhlolovo ezimbaxambili eziyi-18, ngokubheka okwenzekayo Kanye nokusebenzisa idayari yocwaningo. Ukuhlaziywa kwedatha kuveze izinselelo ezimbalwa ezencike kwimithombo ezinjengezinselelo eziphathekayo, ezezimali, ezifaka umuntu Kanye nesikhathi ngaphandle komthelela womzali Kanye nohlelo olungathathi uhlangothi lokubuyekezwa kohlelo lokuhlaliswa kwabafundi abakhubazekile ezikoleni eziphakeme ezizimele. Ukuphikisana nezinselele, izinga lokusebenza kwabafundi kwezemfundo lithuthukile kwaphakamisa izinga lokuthuthuka komuntu kuyizinto eziye zaphawulwa yizinhlaka ezimbili ezingusolwazi wezengqondo esikoleni kanye nomfundi ongumdlalindima, kanti kuthethwe njengamathuba amahle ezinhlelo zokwamukelwa kwabafundi abakhubazekile. Okokugcina, izincomo ezimayelana nokuthuthukiswa kwesenzo zenziwe ngokuthi kulandelwe ulwazi olutholakele.