Educators experiences of in-class, learning facilitators for children with Autistic Spectrum Disorder (ASD).

Kempthorne, Debby (2018-03)

Thesis (MEdPsych) --Stellenbosch University, 2018.

Thesis

ENGLISH ABSTRACT : As a culture of diversity moving towards equality for all, South Africans expect nothing less than progress and change for the betterment of all. Nowhere is this more important than in the education system where equality, in the form of inclusion, is paramount. Recently, there has been renewed interest in learning facilitation as it forms one of the many ways children with barriers to learning can access learning. Making use of learning facilitators can benefit the individual child as well as the educator. As inclusive education is rolled out in the form of policies, learning facilitators could be one of the supporting tools in assisting the child’s accommodations and adaptations of the curriculum, ultimately making inclusive education possible for many learners. Learning facilitation is becoming a more established profession, yet often policies regarding occupational expectations, roles and job-descriptions often take time to catch up with the utilization and deployment of personnel. The purpose of this study was to assimilate the experiences and interactions of educators with facilitators of learners with barriers to learning, in particular, those with Autism Spectrum Disorder (ASD). The study relied on a fundamental constructivist-interpretivist approach. A basic qualitative study was conducted involving six participants from two private schools in the Helderberg area in the Western Cape province of South Africa. Once ethical clearance was sort and granted, purposive sampling was used to select participants. Data were collected by means of an extensive literature review and semi-structured interviews, and analysed using a synthesis of content and interpretive analysis. Thematic data analysis was applied to analyse and interpret the data. In-depth insights of educators’ experiences of collaborating with in-class learning facilitators were gained. Findings suggest educators had a positive experiences of working with learning facilitators, however participants report that the need for formal training for the learning facilitators is pivotal. Suggestions are made regarding how schools can maximise the benefits of working with learning facilitators.

AFRIKAANSE OPSOMMING : As ‘n kultuur van diversiteit wat na gelykheid vir almal beweeg, verwag Suid-Afrikaners niks minder as vordering en verandering vir die verbetering van almal nie. Nêrens is dit belangriker as in die onderwysstelsel waar gelykheid, in die vorm van inklusiwiteit, uiters belangrik is nie. Onlangs is daar hernieude belangstelling getoon in leerfasilitering as een van die vele maniere om toegang te bied met kinders wat met leerstoornisse presenteer. Die gebruik van leerfasiliteerders kan die individuele kind sowel as die opvoeder bevoordeel. Aangesien inklusiewe onderwys in die vorm van beleid uitgerol word, kan leerfasiliteerders een van die ondersteunende instrumente wees om die kind se verstaan en aanpassings van die kurrikulum te ondersteun en akkommodeer wat inklusiewe onderwys vir baie leerders moontlik maak. Leerfasilitering word ‘n meer gevestigde beroep, maar dikwels verhinder beleid oor beroepverwagtinge, rolle en werksbeskrywings die plasing van personeel en implementering van leerfasilitering. Die doel van die studie was om die ervaring en interaksies tussen onderwysers en fasiliteerders van leerders met spesiale leerbehoeftes vas te lê, veral dié met outisme op die spektrum versteuring (ASD). Die studie was gebaseer op ‘n fundamentele konstruktiewe interpretatiewe benadering. ‘n Basiese kwalitatiewe studie is uitgevoer met betrekking tot ses deelnamepunte uit twee privaatskole in die Helderberg-gebied in die Wes-Kaapse provinsie van Suid-Afrika. Etiese klaring is verkry en ‘n doelgerigte steekproef is gebruik om deelnemers te kies. Data is ingesamel deur middel van ‘n uitgebreide literatuuroorsig en semi-gestruktureerde onderhoude, en ontleed aan die hand van ‘n sintese van inhoud en interpretasie analise. Indiepte insigte van opvoeders se ervarings van samewerking met in-klas leerfasiliteerders is verkry deur middel van kwalitatiewe data insameling met die gebruik van semigestruktureerde onderhoude. Tematiese data-analise is toegepas om die data te analiseer en te interpreteer. Die studiebevindings dui positiewe ervarings aan om met leerfasiliteerders te werk, maar deelnemers rapporteer dat die behoefte aan formele opleiding vir die leerfasiliteerders noodsaaklik is. Voorstelle is gemaak oor hoe skole maksimaal voordeel kan trek met die werk van leerfasiliteerders.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/103271
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