How can the capacity of teachers be developed to provide interim support to learners awaiting DBST intervention. We generated guidelines about establishing collaborative strategies to develop the capacity of teachers to provide interim support to learners awaiting specialised DBST intervention.
OVERVIEW OF THE STUDY
- INTRODUCTION
- BACKGROUND TO THE STUDY
- PROBLEM STATEMENT
- RESEARCH QUESTIONS
- CLARIFICATION OF CONCEPTS
- Inclusive education
- Learner support
- Teacher support
- Education Support Services
- District-Based Support Teams
- School-Based Support Teams (SBST)
- THEORETICAL FRAMEWORK
- Bronfenbrenner's bio-ecological theory
- Seligman’s positive psychology
- RESEARCH METHODOLOGY
- Research paradigm
- Research approach
- Research design
- Selection of participants
- Data collection
- VALIDITY
- ETHICAL PRINCIPLES FOR PARTICIPATORY ACTION RESEARCH
- Obtaining permission for the research
- Informed consent and the right to withdraw
- Anonymity and confidentiality
- Social value
- Beneficence
- CONCLUSION
The 2005 Curriculum (C2005) was adopted in 1997; in 2002, the Revised National Curriculum Statements (RNCS) followed; in 2011, the National Curriculum Statement (NCS), and more recently, the Curriculum and Assessment Policy Statement (CAPS)(King-McKenzie et al., 2013). High levels of integrity and consideration will be given to the research (Terre Blanche et al., 2006).
THE CAPACITY AND EXPERIENCES OF TEACHERS AND THE
INTRODUCTION
CONCEPTUAL FRAMEWORK
- Bronfenbrenner's bio-ecological model
- Process
- Person
- Context
- Time
- Positive psychology
- Positive emotions
- Engagement / optimal experience and flow
- Positive relationships
- Meaning
- Accomplishment
These interactions are complex (Bronfenbrenner, 1999; Mahlo & Condy, 2016) and function to stimulate development (Tudge et al., 2009). According to Pesova et al. 2014), dropping out of school is one consequence of delayed learner support.
LEARNER SUPPORT
- International perspectives on learner support
- Learner support in South Africa
- A move towards a social model
- Barriers to learning in South Africa
- Socio-economic barriers
- Systemic barriers
- Medical and health barriers
According to Boyle et al. 2020), each state uses its criteria to identify learners needing additional support. Barriers to learning are defined by Nel et al. 2016) as any factors that may cause a failure in the acquisition of knowledge.
THE ROLE OF EDUCATION SUPPORT SERVICES (ESS) IN LEARNING
- The School-Based Support Teams
- Functions of the SBST
- The composition of the SBST
- Parents' role in the SBST
- Children as Learners
- The role of the SBST in learning support
- Challenges experienced by SBSTs
- The role of the District-Based Support Teams (DBST) in learner support
- Functions and roles of DBSTs
- The challenges experienced by DBSTs
In the Bronfenbrenner bio-ecological PPCT model, medical and health barriers form part of the resource characteristics of a person. The SBST must see the parent(s)/guardian(s) as a vital basis of knowledge and/or assistance (DBE, 2014). Learners can also qualify to be members of the SBST but are often disregarded as a component of the support system.
Although DoE (2005) lists the composition and the core functions of the DBST (Table 2.1), the challenges experienced by the referred learner determine which of the team members should be involved in a particular case based on the expertise required (Lazarus et al., 2008).
CHALLENGES OF LEARNER SUPPORT: THE SOUTH AFRICAN
- Unsatisfactory focus on implementation
- Overcrowded classrooms
Cassim and Moen (2020) point out that maintaining discipline in overcrowded classrooms is daunting, leaving the teacher with little time to present and address the subject. Scott (2017) agrees that crowded classrooms are a phenomenon in South Africa but toned down its impact by pointing out that many overcrowded schools have achieved excellent results. All structures and policies are put together for the advantage of teachers and learners, supported by the DBST (DoE, 2001).
So in the next chapter, the capacity and experiences of teachers regarding learner support and how teacher training prepares them to support learners with barriers will be explored.
CONCLUSION
PROFESSIONAL DEVELOPMENT OF TEACHERS - WITH A FOCUS
INTRODUCTION
THE CAPACITY AND EXPERIENCES OF TEACHERS REGARDING
PRE-SERVICE TEACHER TRAINING / INITIAL TEACHER EDUCATION
- The benefits of pre-service teacher training
- Features of pre-service teacher training
- Pedagogical content knowledge
- Pedagogical content knowledge training in Africa
- Pre-service teacher training in South Africa before 1994
- Bachelor of Education (BEd) graduates’ preparation for an inclusive
- Post Graduate Certificate in Education (PGCE)
- Pre-service teacher training for the inclusive classroom
- Field experiences / Practicum
Pre-service teacher training, according to Mahmud (2013) and Gorgoretti and Pilli (2012), enables pre-service teachers to become quality teachers who possess the instructional techniques and abilities mentioned above to satisfy the rising demands placed on learners and teachers by the teaching profession (Van Nuland, 2011). Pre-service teacher training or ITE produces quality teachers and ensures effective teaching (Sayed et al., 2018). Although pre-service teacher training programmes or models vary significantly across countries (Walton, 2018; Wasonga et al., 2015), three standard features prevail.
According to Mergler et al. 2016), and Tangen and Beutel (2016), pre-service teacher education programmes that concentrate on inclusive education improve teachers' confidence, attitudes and competence to work in inclusive classrooms.
IN-SERVICE TRAINING FOR TEACHERS
- Induction of new teachers
- Purpose of teacher induction
- Rationale for teacher induction
- Induction for newly qualified teachers in African contexts
- Induction of new teachers in South Africa
- The organisational form and focus of teacher induction
- Mentoring in the education context
- Benefits of mentoring
- Considerations concerning mentorship
- The role of school management
- Monitoring
- Observation or assessment
- Professional development
- Continuing professional teacher development (CPTD)
- Professional learning communities (PLC)
- The on-site/offsite debate
According to Fantili and McDougall (2009) and Wong et al. 2005), induction is used to help new teachers become competent practitioners. According to Du Plessis (2013), the South African education system is in crisis; issues such as poor management and communication, lack of principal support, a lack of mentor training, and non-mentoring all have a negative impact on the practice, leaving newly qualified teachers disenchanted and demotivated (Aspfors & Fransson, 2015; Yördem & Akyol, 2014:). According to Asamani et al. 2015), there is a clear connection between an employee's workload and productivity.
According to the CHE teachers obtained the ACE in inclusive education at 11 of the 24 Higher Education Institutions.
SUPPORT STRATEGIES THAT TEACHERS IMPLEMENT WHILE
To determine if pre-and in-service has successfully prepared and capacitated teachers to be effective in their profession, let us explore whether support strategies have been implemented for teachers while waiting for DBST specialist intervention. Teachers are then trained to do this through pre-, and in-service development programmes like those mentioned in the text. After interrogating some of the relevant literature, one gets the sense that the pre-service academic programmes I reviewed (BEd and PGCE) provide an overview of inclusive education but might not be specific enough on how teachers can support learners waiting for specialist support from the DBST after referral.
Regarding in-service teacher training, guidelines for the orientation programme (DBE, 2017) and other methods of training in-service teachers may greatly empower teachers for IE.
CONCLUSION
Policies (DBE prescribe that teacher be trained to manage cooperative learning and teaching in multi-level classrooms, so they may develop learners' strengths and abilities. However, there is a scarcity of details on how learner support may be effectively implemented to narrow the waiting period between when a learner is referred to the DBST by the SBST and when the DBST intervenes.
THE PARTICIPATORY ACTION RESEARCH METHODOLOGY – AND
INTRODUCTION
- The study's primary goal
RESEARCH METHODOLOGY
- Research paradigm
- Ontology
- Epistemology
- Axiology
- Research approach
- Research design
- Selection of participants
- Collages
- Reflective diaries
- Project group discussions
- World Café
- Data analysis and interpretation
According to Denzin and Lincoln (2005), an ontology raises fundamental concerns concerning reality and the character of the human being in the world. I opened the meeting by explaining to the participants the objective of this cycle to answer the secondary question of the study stated above through collage construction. This process was according to the results of the first and second cycles, so we agreed that we should start by reading the findings of the study so far (cf. 5.2).
The researcher's perceptions of the data and what they map during analysis may be closely related to the semantic data content (Braun & Clarke, 2012).
VALIDITY
- Outcome validity
- Member checking
- Triangulation
- Prolonged engagement
- Process validity
- Democratic validity
- Catalytic validity
- Dialogic validity
Process validity was meaningfully achieved in this study as the PAR process described in 4.2.3.3 above leads to developing guidelines that can be developed from the findings to support teachers in providing interim support to learners awaiting specialised DBST intervention. Herr and Anderson (2005) define catalytic validity as a measure of how much the research process directs attention, refocuses, and equips both researchers and participants to explore reality to better comprehend it and their involvement in altering the status quo. According to Herr and Anderson (2014), the best action research studies occur when the researchers declare a progressive change in their own and their participants' understandings.
Catalytic validity is judged by the participants’ contributions to the study – and their reflections on the learning supposed to take place during this study and their willingness to implement suggested guidelines (Mills, 2011).
ETHICAL CONSIDERATIONS
- Obtaining permission for the research
- Informed consent
- Possible risk to the participants
- Benefits for participants
- Announcement of study results to participants
- Anonymity and confidentiality
- Beneficence
- Respect
- Justice
- Social benefit
Teachers will know what strategies should be included in guidelines for offering interim support to learners awaiting the DBST intervention, and can develop or customise guidelines according to their unique settings in their classrooms. The DBST's work overload may be eased because teachers will continue with interim support instead of waiting for the DBST. Teachers will know what strategies should be included in guidelines for offering interim support to learners awaiting the DBST intervention - and can develop or customise guidelines according to their unique settings in their classrooms.
The DBST's work overload will be eased because teachers will continue with interim support instead of waiting for the DBST.
CONCLUSION
To promote justice during research, all participants must contribute equally, and no one should feel overwhelmed, as in being expected to perform more than others or more than they can handle (Kemmis et al., 2014). The research community may add knowledge and solutions on how the waiting period between the referral of the learner to the DBST - and when the DBST intervene - might be bridged. Learners and their parents might be comfortable knowing that learners with barriers will receive continuous support in mainstream schools, and reach their potential regardless of their unique learning needs.
PRESENTATION OF FINDINGS
INTRODUCTION
FINDINGS AND INTERPRETATION
- I refer to the following participant count when I discuss the themes
DISCUSSION OF IDENTIFIED THEMES
- Theme 1: Current classroom situation
- Sub-theme: Overcrowded classrooms
- Sub-theme: Non-involvement of parents
- Theme 2: Teacher support and capacity
- Sub-theme: Support provided by the school-based support teams (SBST)
- Sub-theme: District-based support team’s (DBST) support
- Sub-theme: In-service training
- Theme 3: Classroom support strategies
- Sub-theme: Scaffolding
- Sub-theme: Pull-out classes
- Theme 4: Skills to be developed or enhanced
- Sub-theme: Learning through play
- Sub-theme: Building rapport with parents
- Sub-theme: Network and collaboration with other colleagues
- Sub-theme: Personal professional development
129 shown that certain children appear to be more productive in the classroom when their parents are involved in their schools (Lunts, 2003; Munje & Mncube, 2018). In the meantime, while waiting for the DBST, teachers cannot support learners because they depend on the DBST to provide support, according to Participant 1. You are told that the learner must be included in every aspect in the classroom but now there’s this pull-out thing, learners who have barriers, they need to attend those classes and for me that’s…it’s exclusion…”.
Besides possibly being exclusionary, findings in the Tebid (2019) research revealed that teachers felt that the pull-out system makes learner support difficult when learners are constantly being pulled out of the classroom during teaching and learning to be supported in a different classroom.
CONCLUSION
CONCLUSION, RECOMMENDATIONS AND GUIDELINES
INTRODUCTION
SUMMARY OF THE STUDY
The guidelines that the project group developed to assist the teacher in offering interim support to referred learners while waiting for the DBST interventions have been added towards the end of the chapter.
RESEARCH QUESTIONS REVISITED
- Answer to the primary research question
- Responses to the secondary questions
- First secondary question
- The second secondary question
- The third secondary question
- The fourth secondary question
Regarding scaffolding, the teacher should ensure that the learner understands the concept being taught to the point where they can recall the work, comprehend it, apply, analyse, evaluate, etc. The teacher should ensure that the activities in the individual support plan are simple and self-explanatory so the learner does not need constant supervision. The teacher should show the learner how the work should be done until he/she is confident that the learner can perform the activity independently.
When the teacher is confident that the learner can perform the activity independently, the learner may be given activities independently, and scaffolding would succeed.
FINAL REFLECTION ON THE PAR PROCESS
- Reflections on the process
- Findings that I expected
- Findings that I did not expect
I expected that teachers would say they are not adequately trained to support learners with barriers. They either do not perceive workshops as training because they remain incompetent in dealing with learners with learning barriers even after attending those workshops. Knowledge shared during those workshops is not enough to capacitate them to effectively support learners with barriers to learning.
In the views of most participants, lack of training has negatively influenced their and their colleagues’ attitudes towards supporting learners with barriers to learning.
SIGNIFICANCE OF THE STUDY
Some parents are involved and supportive of the school’s initiatives even when the school recommends that their children be enrolled at a special school, but due to financial constraints, they cannot let their children attend special schools because the school does not provide transport for referred learners to attend special schools. I was surprised to learn that teachers would sometimes tell learners to help others because they are struggling, and that struggling learners would be seated in the front row.
LIMITATIONS OF THE STUDY
Teachers in other FSS of the same district may/may not experience the same waiting period as teachers in the research site.
CONCLUSION
The implementation of inclusive education in South Africa: Reflections arising from a workshop for teachers and therapists to introduce Universal Design for Learning. The idealism of education policies and the realities in schools: The implementation of inclusive education in South Africa. Key Principles for Promoting Quality in Inclusive Education: Recommendations for Policy Makers https://www.european-agency.org/.
Implementation of inclusive education in three schools of Mthatha district in the Eastern Cape Province, South Africa.