SciELO - Scientific Electronic Library Online

 
vol.30 issue2School-based assessment: the leash needed to keep the poetic 'unruly pack of hounds' effectively in the hunt for learning outcomesA feminist post-structuralist analysis of an exemplar South African school history text author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

    Related links

    • On index processCited by Google
    • On index processSimilars in Google

    Bookmark

    South African Journal of Education

    Print version ISSN 0256-0100

    Abstract

    KRUGER, Deirdré  and  YORKE, Claire. Collaborative co-teaching of Numeracy and Literacy as a key to inclusion in an independent school. S. Afr. j. educ. [online]. 2010, vol.30, n.2, pp. 293-306. ISSN 0256-0100.

    Inclusion of learners with diverse needs implies a shift from a medical deficit model of disability to a social systems model. The latter does not view these learners as a problem; instead the environment or society's response to these individuals is viewed as a barrier to learning. I focus on collaborative coteaching 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 were collected from a small group of participants by interviews, observations and documents and inductively analysed. The study shows that if the learning support teacher responds to learners' behaviour within the framework of inclusive practices, the positive effects of the teacher's work and interactions may be far-reaching. Learning support teachers have an important role to play in accommodating and ensuring the integration of learners with diverse needs.

    Keywords : collaborative co-teaching; Foundation Phase Literacy; Foundation Phase Numeracy; inclusion; integration of learners with diverse needs; independent school; learning support teacher.

            · text in English     · pdf in English