- Title
- Enhancing Teacher Support for the Effective Implementation of Inclusive Education: A Case of Selected Districts in South Africa
- Creator
- PATEKA PAMELLA JAMA
- Date
- 2019
- Type
- Doctor
- Identifier
- http://hdl.handle.net/11260/2751
- Identifier
- vital:42858
- Description
- This study was conducted in three education districts of the Eastern Cape Province. This province has been characterised by a high failure rate in Grade 12 for many years now and it is known to be the poorest province. The South African Alternate Report (2015) found that learners with learning barriers were not reaching their full potential because of “poor curriculum delivery, unskilled educators, inflexible curriculum and the lack of commitment to inclusive education”. Equal Education (The Citizen, January, 2019) complains of a situation where 78% of Grade 4 learners in South African rural schools cannot read for meaning in any language. This is a serious situation as ‘weak foundation leads to weak academic outcomes in high school’. This study sought to ascertain the need to enhance teacher support in schools for the effective implementation of inclusive education. A qualitative research approach was used with a case study as the research design. In this study, 5 principals, 10 teachers (5 out of 10 teachers were SBST members and the other 5 class teachers), 7 DBST members (3 DCES, 3 LSFs and 1 Psychologist) and 5 local university representatives (3 HODs and 2 lecturers in the Faculty of Educational Sciences) were purposively selected. This study reveals that teaching and learning remains a challenge in diverse classes as teachers feel incapable of catering for educational needs of the heterogeneous mix of learners in their classes. Insufficient support provided to teachers for diverse classes negatively impacts on the quality of education delivered in the classroom. The researcher recommends that the Department of Basic Education should empower school principals and teachers so as to provide quality education in these diverse classes. It is also recommended that Higher Education Institutions should better prepare teacher trainees to be well equipped for diverse educational needs found in mainstream schools as well as teachers now in the field. Schools also need to be better resourced and class numbers reduced in order to alleviate teachers’ workload. The study concludes by suggesting that collaborative teacher informed workshops (CTIW) model in which content used in inclusive education workshops are informed by teachers. ii KEYWORDS: Teacher support, effective implementation, inclusive education, workload, workshops and quality education.
- Contributor
- A.M. BUKA
- Publisher
- Walter Sisulu University
- Language
- English
- Rights
- Walter Sisulu University
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WSU Department of Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | corrections from examiners included.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |