Promotion of inclusive education by the learning support teacher concerning foundation phase numeracy and literacy in Gauteng independent schools
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Authors
Yorke, Lynette Claire
Issue Date
2008-12
Type
Thesis
Language
en
Keywords
Inclusion , Barriers to learning , Collaborative co-teaching , Foundation phase
Alternative Title
Abstract
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.
Description
Citation
Yorke, Lynette Claire (2008) Promotion of inclusive education by the learning support teacher concerning foundation phase numeracy and literacy in Gauteng independent schools, University of South Africa, Pretoria, <http://hdl.handle.net/10500/3195>