Die rol van spesiale skole in inklusiewe onderwys
Date
1998-12
Authors
Hall, Riana
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : University of Stellenbosch
Abstract
AFRIKAANSE OPSOMMING: Die tydperk van afwagting
op die afkondiging van wetgewing rondom die proses van transformasie, word gekenmerk
deur 'n lae onderwysermoraal, besnoeiings in begrotings, oorvol klasse, diverse
leerderbehoeftes, sowel as 'n algemene gevoel van onsekerheid oor die toekoms. Teen
hierdie agtergrond het die studie gepoog om die insluiting van leerders met spesiale
onderwysbehoeftes in hoofstroomonderwys, vanuit spesiale skool-personeel se perspektiefte
bepaal. Daar is gebruik gemaak van 'n situasie-analise van die huidige stand van spesiale
skole, kommentaar van spesiale skool-personeel oor inklusiewe onderwys in te win, sowel as
om onderhoude te voer met belanghebbende rolspelers en kundiges rondom inklusiewe
onderwys op nasionale en internasionale gebied.
Dit blyk uit die ondersoek dat daar 'n behoefte is aan samewerking tussen spesiale en
hoofstroomonderwys. Spesiale skole as deskundige sentrums kan 'n bydrae lewer op die
gebied van die assessering van leerstyle en akademiese vaardighede, die bepaling van sosiale
en gedragsbehoeftes, sowel as die organisering van die multi-disiplinêre span rondom die
leerder se akademiese en nie-akademiese behoeftes. Spesiale skool-personeel kan betrokke
raak by die opleiding en ondersteuning van hoofstroomonderwysers in die hantering van
leerders met spesiale onderwysbehoeftes en kan as samewerkende konsultante by
verskillende onderwyssituasies inskakel, soos byvoorbeeld:
• in die hoofstroomskool in die hoofstroomklas;
• in 'n hoofstroomskool waar leerders tydelik onttrek word uit die hoofstroomklas;
• in die hoofstroomskool in 'n spesiale klas of eenheid; of
• in 'n spesiale skool.
Ten spyte van bestaande vaardighede en kennis van beide hoofstroom- en spesiale
onderwysers, beskik hulle nie oor die nodige samewerkingsvaardighede om kundighede
effektief te deel nie. Dit blyk dat spesiale skole as bestaande formele strukture onderwysbehoeftes
moet aanspreek en ondersteuning behoort te bied aan leerders, onderwysers, ouers
en ander lede van die gemeenskap in die beweging na inklusiewe onderwys in Suid-Afrika.
ENGLISH ABSTRACT: Special education and mainly the continued existence of special schools, is the focal point of the transformation to a system of inclusive education in South Africa. The period pending the promulgation of law regarding the process of transformation, is distinguished by the low morale of teachers, cutbacks on budgets, a large number of learners with diverse needs in mainstream, as well as special classes, and a general feeling of uncertainty pertaining to the future. Against this background, the study seeks to investigate the inclusion of learners with special educational needs in mainstream schools from special school staff's point of view. This study involved a situation analysis of the current stance of special schools, gathering comments from special school staff on inclusive education, as well as having interviews with role-players and experts on inclusive education on national and international domain. The study reveals a need for special and mainstream teachers to collaborate. Special schools as expert centers can be instrumental in assessing learning styles and academic skill levels, identifying social and behavioural needs and organising the multi-disciplinary team around an individualised plan in order to meet both academic and non-academic needs. Special school personnel should be involved with the support and training of mainstream teachers to empower them to deal with learners with special educational needs. Special school personnel can link up as collaborative consultants in various educational settings, such as: • in the mainstream school in the mainstream class; • in the mainstream school where learners are temporarily pulled out of the regular programme; • in the mainstream school in a special class or unit; or • in a special school. Despite existing skills and knowledge of both mainstream and special school teachers, they do have the necessary collaborative skills to effectively share their expertise. This study indicates that special schools, as existing formal structures, have a pivotal role in addressing these needs and supporting learners, teachers, parents and other community members in the movement to inclusive education in South Africa. -
ENGLISH ABSTRACT: Special education and mainly the continued existence of special schools, is the focal point of the transformation to a system of inclusive education in South Africa. The period pending the promulgation of law regarding the process of transformation, is distinguished by the low morale of teachers, cutbacks on budgets, a large number of learners with diverse needs in mainstream, as well as special classes, and a general feeling of uncertainty pertaining to the future. Against this background, the study seeks to investigate the inclusion of learners with special educational needs in mainstream schools from special school staff's point of view. This study involved a situation analysis of the current stance of special schools, gathering comments from special school staff on inclusive education, as well as having interviews with role-players and experts on inclusive education on national and international domain. The study reveals a need for special and mainstream teachers to collaborate. Special schools as expert centers can be instrumental in assessing learning styles and academic skill levels, identifying social and behavioural needs and organising the multi-disciplinary team around an individualised plan in order to meet both academic and non-academic needs. Special school personnel should be involved with the support and training of mainstream teachers to empower them to deal with learners with special educational needs. Special school personnel can link up as collaborative consultants in various educational settings, such as: • in the mainstream school in the mainstream class; • in the mainstream school where learners are temporarily pulled out of the regular programme; • in the mainstream school in a special class or unit; or • in a special school. Despite existing skills and knowledge of both mainstream and special school teachers, they do have the necessary collaborative skills to effectively share their expertise. This study indicates that special schools, as existing formal structures, have a pivotal role in addressing these needs and supporting learners, teachers, parents and other community members in the movement to inclusive education in South Africa. -
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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 1998.
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 1998.