Inclusive education 302 s study notes

Education
Support
Structures and
it's relations at
various levels
National
Level
Provincial
Level
District
Level
School Level
1

NATIONAL
LEVEL
1. PROMOTES AND
PROVIDES EDUCATION FOR
ALL 2. PROVIDES INCLUSIVE
FRAMEWORK FOR THE
COUNTRY
3. DEVELOPS POLICY ON
INCLUSIVE EDUCATION
4. PROVIDES
EDUCATION LEGISLATIVE
FRAMEWORK
5. PROMOTES AND
PROVIDES SCHOOLS WITH
NATIONAL POLICIES AND
THAT GOVERNS THE
SCHOOLS
6. PROMOTES AND PROVIDES
ADVOCACY AND
INFORMATION OF PROGRAMS
WHICH SUPPORT INCLUSION
7. GIVES SUPPORT AND
GUIDELINES TO PROVINCE
8. COLLABORATES WITH OTHER
DEPARTMENTS, E.G NGO'S DPO'S,
ETC
9. ALLOCATES PHYSICAL AND
HUMAN RESOURCES E.G.
POST ESTABLISHMENT
2

PROVINCIAL
LEVEL
ALLOCATES FUNDS FROM
NATIONAL FOR BUILDING OF
SCHOOLS
FACILITATES THE EMPLOYEMENT
OF EDUCATORS AS PER SCHOOL
ESTABLISHMENTS IN LINE WITH
THE NATIONAL REQUIREMENT
CONTROLS AND MONITORS
SCHOOL BUDGETS
THROUGH DISTRICTS
PROVIDES EXPERTS WHO
ACTS AS CONSULTANTS
THROUGH THE DISTRICTS
ENSURES THAT POLICIES ARE
IMPLEMENTED AS EXPECTED
ENSURES THAT BUDGET/MONEY
RECEIVED FROM CENTRAL
GOVERNMENT/NATIONAL
DEPARTMENT FOR EDUCATION IS
PROPERLY SPENT
3

DISTRICT
LEVEL
1. CO-
ORDINATING
LEARNING
SUPORT
2. PROVIDE
ILLUSTRATIVE
LEARNING
PROGRAMMES,
LEARNING SUPPORT
MATERIAL
ASSESSMENT
3. EVALUATES
SCHOOLS AND
GIVE SUPPORT
ACCORDINGLY
4. MOBILIZE
CHILDREN WHO
ARE UNABLE
TO COME TO
SCHOOL
5. ASSIST
EDUCATIONAL
CENTRE’S TO
RECOGNIZE AND
ADDRESS SEVERE
LEARNING
DIFFICULTIES AND
TO MAKE
ACCOMODATIONS
FOR A RANGE OF
LEARNING
6. PROVIDES
GUIDELINES AND
MANAGEMENT TO
SCHOOL ON
INCLUSION
7. FOCUS ON IN-
SERVICE-TRAINING
FOR TEACHERS WITH
CHILDREN WHO
EXPERIENCE
BARRIERS TO
LEARNING
8. EQUIP SCHOOLS
WITH SKILLS
9. IDENTIFIES
AND
COORDINATES
LEARNING NEEDS
4

SCHOOLLEVEL 1. ENSURES PARENTAL INVOLVEMENT
2. DEVELOPS STRATEGIES TO ADDRESS THE NEEDS AND
BARRIERS OF LEARNING THROUGH THE SUPPORT FROM THE
DISTRICT
3. SUPPORTS TEACHERS AND LEARNERS THROUGH THE
INVOLVEMENT OF THE DISTRICT
4. IDENTIFIES AND ADDRESSES LEARNER AND INSTITUTIONAL
NEEDS AND BARRIERS THROUGH SCHOOL-BASED SUPPORT TEAM
5. ESTABLISH NETWORKS THAT PROMOTE EFFECTIVE COMMUNICATION
BETWEEN LEARNERS, TEACHERS AND PARENTS, AS WELL AS NGO’S;
AND THE WELFARE
6. MONITOR STANDARDS OF LEARNING AND TEACHING IN CLASSROOMS
5

TERM INCLUSIVE:
TERM
MAINSTREAMING
TERM INTERGRATION
TERM INCLUSIVE
EDUCATION
INCLUSIVE
EDUCATION
6

• 2 BODIES ( NCSNET= NATIONAL COMMITTEE AND TRAINING AND NCESS=
NATIONAL COMMITTEE ON EDUCATION SUPPORT SERVICES ) POLICY WAS
GIVEN TO THE MINISTER ON OCTOBER 1996 AND PUBLISHED IN 1998
• THE INCLUSIVE EDUCATION APPROACH EMERGED AS A KEY
INTERNATIONAL POLICY AT THE WORLD CONFERENCE ON SPECIAL NEEDS
EDUCATION 1994 IN SALAMANCA, SPAIN.
• WHITE PAPER 6 WAS INTRODUCED DUE TO THE TWO BODIES JOINT
REPORT THAT RECOMMENDED THAT THE EDUCATION SYSTEM SHOULD
PROMOTE EDUCATION FOR ALL AND FOSTER THE DEVELOPMENT OF
INCLUSIVE AND SUPPORTIVE CENTRES OF LEARNING THAT WOULD ENABLE
LEARNERS TO PARTICIPATE ACTIVELY IN THE EDUCATION PROCESS SO THAT
THEY COULD DEVELOP AND EXTEND THEIR POTENTIAL AND PARTICIPATE AS
EQUAL MEMBERS OF SOCIETY.
7

Inclusive education involves the processes of increasing the participation
of all learners in, and reducing their exclusion from cultures, curricula
and communities. It involves the restructuring of policies and practice's
in schools so that they can respond to the diversity of learners in their
local community. That learners with barriers should not be vulnerable be
exclusion due to the serious behavioural issues, impairments of various
types, disabilities, and other learners from diverse. They should be
accepted into a school as any ordinary learner. Inclusion is also
concerned with improving schools for staff as well as for learners and
that all learners have access to participation in school activities and
cultures. All learners have a right to education in their local community
and diversity should not be viewed as a problem to be overcome, but
rather as a rich resource to support learning for all. It is concerned by
including sustaining relationships between the schools and communities.
8

Inclusive education must recognise and respond to the diverse
needs of their learners, by accommodating both different styles
and rates of learning and ensuring quality education to all
through appropriate curricula, organisational arrangements,
teaching strategies, resource use and partnerships with their
communities.
9

1. Acknowledges that
all children and youth
can learn and that all
children and youth
need support
2. Accepts and respects
the fact that all learners
are different in some way
and have different needs
which are equally valued
and an ordinary part of
our human experience
3. Enables education
structures, systems and
learning methodologies to
meet the needs of all
learners
4. Acknowledges and respects
differences in learners, whether due
to age, gender, ethnicity, language,
class, disability, or HIV status.
Is broader than formal
schooling and acknowledges
that learning also occurs in the
home and community, and
within formal and informal
modes and structures.
Is about changing attitudes, behaviour,
teaching methodologies, curricula, and the
environment to meet the needs of all learners
Is about maximising the participation of all
learners in culture and the curricula of
educational institutions and uncovering and
minimising barriers to learning
Is about empowering learners by
developing their individual
strengths and enabling them to
participate critically in the process
of learning
11

Move
towards
inclusive
Education
Under the apartheid education
system education for learners who
experienced learning difficulties
and learners with disabilities, was
marginalized under-resourced
and segregated. It was known as
special education. These learners
were known as learners with
special education needs.
Special education and support
services were provided on a
racial basis with the best
resources going to the white
learners.
Special education and
support services had been
provided mainly for a small
number of learners with
special education needs, in
special classes in ordinary
schools or in special
schools.
In general, the curriculum and
the education system had
failed to respond to the varied
needs of learners. This caused
large numbers of learners to
drop out of school, or be
pushed out of school, or fail at
school.
Most learners with
disabilities were either
not in special schools
or had never attended
school. A few were in
ordinary schools
unable to adequately
meet their needs.
While some attention had
been given to special
needs and support in
schools, other levels of
education (for example,
ECD) had been seriously
neglected
12

• Curriculum adaptation is an ongoing dynamic process that modifies and
adapts the prescribed program of studies to meet the learning requirements of
a student with special needs.
• It enables the teaching team to welcome learners of all abilities and ensures
that every student is challenged to learn.
• Inclusion of a student with special needs is the collective responsibility of the
entire school community, not the sole duty of the classroom teacher or
education assistant.
• Curriculum adaptation is needed in every part in the student’s day. Learning,
socialization, independence and safety are assured for the student when all
school staff are aware of their teaching roles in the classroom as well as in the
halls, library, gym, playground and lunchroom.
• Educators are encouraged to be open about their feelings and concerns and to
welcome input from fellow staff members, parents and other professionals
13

Curriculum
adaptation
adv’s
1.It is a learner
centred approach
2.It works in
accordance with
the learners
ability
3.It is based on the
learners pace and
style
4.It allows for
flexibility or
adjustment to
suit the needs of
the learner
5.It is responsive to the learners
needs
6. It accommodates diversity
7. It helps the teacher to
differentiate and
accommodate the ability
of the learner
8. It allows for small
chunks of work
according to the learners
needs
14

Who are they? This is a support service which compromise of staff from provincial, district, regional
and head offices and from special schools
1. To assist teachers in institutions in creating greater flexibility in their teaching methods and assessment of learning. They
will also provide illustrative learning programmes, learning support materials and assessment instruments.
2. To evaluate programmes, diagnose their effectiveness and suggest modifications
3. Through supporting teaching, learning and management, they will build the capacity of schools, early childhood and
adult basic education and training centres, colleges and higher institutions to recognise and address severe learning
difficulties. And to accommodate a range of learning needs
4.To provide direct interventionist programmes to learners in a range of settings, and /serve as ‘consultive mentors’ to
school management teams, classroom teachers and governing bodies
5. To foster the development of effective teaching and learning, primarily through identifying and addressing barriers to
learning at all levels of the system.
6. To develop an ongoing support of local institutional-level support teams in schools, colleges, early childhood and adult
learning centres.
7. To support the capacity building of schools/ education institutions; identifying and prioritising learning needs and
barriers to learning in their local contexts
8. To identify the support needed to address these challenges, and pursuing these within a strategic planning and
management framework
9. To provide indirect support to learners through supporting teachers and school management with particular focus on
the curriculum and institutional development
10. To ensure that the teaching and learning framework and environment is responsive to the full range ofl earning needs
11. To provide direct learning support to learners where necessary and possible, where institutional level support teams
are unable to respond to particular learning needs
15

School based support
team: special schools as
resource centres, a full service
school/ordinary school
Also known as institutional –
level support team ( ILST)
The ILST serves as a consultive forum for teachers at the school:
1. It provides mentoring functions
2. It is a link between the DBST and the school
3. It has the power to refer learners to the district for additional support
4. It has power to refer learners to the district for additional support
5. It Guides the school on inclusive education
6. It monitors the progress on learner development and teacher readiness
7. It Ensures parental involvement.
8. Develops strategies to address the needs and barriers of learning
9. Support teachers and learners
10. Identifies and addresses learner and institutional needs and barriers to learning
11. Establishes networks that promote effective communication between learners, teachers and
parents, as well as NGO’s and the Welfare
12. Monitor standards of learning hand teaching in classrooms
13. Identify the schools needs
Responsible for the provision of learning
support together with teacher(s) involved
in a particular learner’s teaching and
learning.
16

National level
District level
School level
Classroom level
Provincial level
District level
reports back to P
and N
17

 1. Discuss how a parent can become a resource to a teacher? (5
marks)
 2. Discuss the similarities and differences between a special
school and a full-service school. ( 10 marks)
 3. Discuss the education support structure and it’s relationship at
various levels: National, District, school and classroom.
Give examples. ( 20 marks)
 4. If you were a teacher with a learner with learning difficulty in
your class, how would you address the challenge of learning
barrier experienced by this learner? Give examples ( 20
marks)
18

5. The teacher is key in creating the inclusive environment in the class. Discuss this
statement giving examples ( 10 marks)
6. The principle is key to creating inclusive environment at the school.
Discuss this statement giving examples. ( 10 marks)
7. Curriculum adaptation has many advantages in a classroom.
Discuss this concept and give examples. ( 10 marks)
8. Special schools can become a great resource to the neighbouring schools. Discuss this idea of
Education White Paper 6. Give examples. ( 10 marks)
9. Discuss briefly the core functions of a District based support team ( 5)
10. Special schools can become great resource centres to neighbouring schools. Discuss this
idea, first raised in Education White paper 6 (10 marks)
11.Discuss the central findings of the NCSNET and NCESS report ( 10)
12. Discuss the characteristics of a full-service school ( 5 marks)
13. Discuss 5 reasons for the movement towards inclusive education ( 10)
14. Choose any extrinsic barrier and discuss it showing that if you were a teacher and have a
learner with such extrinsic barrier in your class, how would you address the challenges of
learning barriers experienced by this learner. (20 marks)
19

 A parent can become a great resource to a teacher because they
are with the learner all the time and understand the learners
strengths and weaknesses. They can lead the educator to find
the exact nature of the barrier that a learner experiences. For
example the situation the child lives in, such as past events, the
course of how their child developed, health, home behaviour,
emotional behaviour, personality, etc.
 They can contribute to this process through informal and formal
meetings with the teachers.
 They monitor the learners progress and report back to the
teacher.
 They can be involved in activities such as parent- teacher
associations, education committees, supervision of the library or
reading groups, or social events, fundraising and classroom
activities.
 They can help with transporting learners to activities such as the
Zoo, museum.
20

Special schools as resource
centres
Full Service schools
1. Learners in need of high intensity support 1. Learners in need of moderate levels of support
2. Their resources should be integrated into the district-based
support team so that they can provide specialised professional
support in curriculum, assessment and instruction to full-
service schools and ordinary schools in the district.
2. Full service schools are first and foremost mainstream
schools that provide quality education to all learners by
supplying the full range of needs in an equal manner.
3. They should work together with the district-based
support team in a co-ordinated manner so that
specialised professional support can be provided to full-
service and ordinary schools
3. They provide access to learners who require moderate
levels of additional support, resources and programmes
4. They should support schools in the implementation of
the strategy on screening, identification Assessment and
support
4. They work in close collaboration with the district-based
support team
It stated in the Education White paper 6 that support would be given according to the level of needs of a
learners who experience barriers to learning and not according to the impairment of those learners.
Learners would be rated on a special scale from 1 ( low-intensity support) and 5 (high intensity support) by
an assessment team.
21

5. They provide specialised professional support in
curriculum, assessment and instruction to neighbouring
schools. This includes training of teachers regarding
barriers to learning, management of inclusive
classrooms, development of learning support material
and assistive devices, guidance to parents, early
childhood intervention and therapeutic support to
learners with impairments in mainstream schools
5. To provide support in the school to learners and
teachers by means of competent and experienced
learning support educators whose tasks should include
consulting and working with other teachers, parents, and
various outside agencies to ensure success. To support
neighbouring schools with knowledge, information and
assistive devices regarding barriers to learning.
6. They assist in the mobilisation of children and youth who
are outside the school system and who have no access to
schooling
6. They are prepared to explore and address challenges of
everyday school life through capacity building among
educators and on-going institutional development and aiming
at transforming the whole school
7. They should make their human and physical resources
available to the community
7. It affords all learners in locality opportunities at school to
realise their full potential by ensuring accessibility
8. They work collaboratively and draw on the expertise and
resources of the community organisations and structures
including disabled peoples organisations, parent
organisations, teacher unions, and non-governmental
organisations (NGO’s)
8.Aims at the inclusion in the way it is organised with regards
to structure (physical layout), school policies, school practices,
the way of educating, and culture of diversity.
9. They should work with the community on advocacy and
awareness raising to change the negative attitudes towards
learners with impairments
9. They should be aware that practices which exclude learners
need to be addressed, removed or reduced so that learning
and development can happen. It is an environment where
educators are motivated and supported in their work, where
learners feel a sense of belonging and are able to engage in
the learning process.
10. They understand that barriers to learning are not only
intrinsic to learners, but can also be extrinsic cultural and
systematic
10. They understand that barriers to learning are not only
intrinsic to learners, but can also be extrinsic cultural and
systematic
22

 The educational support depends not only on the policy that a country adopts, but also on the way in
which learning support is organised. We shall be discussing the organisation and it’s relationship between
the various levels : The National level, District Level, school level and classroom level.
 The National level consists of the following people the Minister of Education who determines the policy
on inclusive education on transforming the whole education system and to put it into legislation. The
Minister of Education employs advisory bodies which must decide how the education should be
organised, how it should function and how there will be co-operation with other governmental
departments. They delegate responsibility and do job descriptions. They then give guidelines to the nine
provinces in this regard. They therefore focus on improving capacity of the education and training system
in order to include learners that are most vulnerable by being excluded from the education system, which
promotes and provides education for all learners. They must therefore empower mainstream-education
to detect and address the causes and effects of barriers to learning in ordinary classrooms. In order for the
Education system to work the minister appoints the NCSNET/NCESS to do research into the needs exising
in the country, and they would report back to the minister and in turn the minister will adopt a framework
for establishing such an education and training system and then develops an education legislative
framework. They then provide the schools with national policies and that governs the school. They
collaborate with other departments for example the Department of health for wheel chairs, the Ministry
of Welfare and population development with regard to learners awaiting trial or who have already been
placed within the judical system.
23

Provincial level: At this level there would be people employed who will be responsible for allocating
allocating funds from the National level for school buildings. They will have to make sure that the
central policy is actually implemented in the province, that all services in the provinces are properly
co-ordinated and that the money that is given to them is spent cautiously on the correct facilities and
that different projects that are deserving projects receive attention first. They monitor and control the
school budgets through the districts. That they also need to provide experts who acts as consultants
through the districts.
District level: There are nine provinces and each province has been divided into districts. The role of
The role of the support staff in a district office is to give professional support service on expertise to
all higher education and local communities, targeting special schools and other primary schools and
educational institutes. They also develop preventative and developmental programmes for learners.
They provide illustrative learning programmes, learning support material for assessments. They also
evaluate schools and give support where needed. They are also responsible to provide mobilization for
children who are unable to come to school. They help other educational centre’s to recognize and
address severe learning difficulties and to make accommodation's for a range of learning. For example
making the curriculum more flexible to accommodate the learners needs. They provide guidelines and
management to schools on inclusion. Providing support to learners where necessary and possible
where the institutional-level support team is unable to respond to particular learning needs.
24

School level: Whether it is a special school as a resource centre, an
ordinary school, or full-service school they need a support team
which is responsible for the provision of learning support together
with the teacher (s) involved in a particular learners teaching and
learning. The ultimate responsibility of an institutional –level support
team is to work with the district support team and other relevant
support providers to identify and meet the needs of their specific
school. It ensures the parental involvement. Develops strategies to
address the needs and barriers of learning through support from the
district. It supports teachers and learners through the involvement of
the district. They identify and address learner and institutional needs
and barriers through school-based support team. They establish
networks that promote effective communication between learners,
teachers and parents, as well as NGO’s and the welfare. They also
monitor standards of learning and teaching in classrooms.
25

Classroom level: the class teacher needs to be the centre of the support
team in the school. The learning support teacher should take
responsibility for the organisation of this team. Experts from the
community, special schools as resource centres, full-service schools
and medical services should be included into the support team when
necessary. The composition of the school support team is dependent
on the size and needs of the school and the number of teachers
available. It should consist of the learning support teacher who is
competent and innovative and possesses good collaborative skills. The
referring teacher, teachers who have expertise on the offer around the
needs and/or challenges of learners. The principle or a member of the
management team, any member of the district based support team,
depending on the need of the learner, for example a learner who needs
an occupational therapist. The parents of the learner. The learner
representatives at senior, further education and or higher education
levels. A specific member (s) of the district-based support team and of
the special school/resource centre. Therefore each member should
have a particular responsibility towards the team. For example, the
learning support teacher acts as co-ordinater and facilities the
meetings of the team.
26

Discussions should be kept clear and focussed. They should ensure that the
goals set by the team are reached and reported on within a specific time
frame. The referring teacher should first consult with the phase teachers and
then with the institutional-level support team for advice on how to support
the learner. Minutes are taken during the meetings and are kept in a safe
place for future reference and copies of assessments, reports, and the
teachers comments should be kept. The learners progress should be
monitored. The phase representative coordinates phase meetings to discuss
the learners barriers to learning, and coordinates support plans for the
phase. The teachers rely on the parents who can provide valuable
information about the learners development and wellbeing as well as his/her
preferences, needs and strengths. The parents then can support the learner
at home under the guidance of the institutional level support team, then the
parents report back to the teacher and then the referring teacher reports
back to the ILST. If the support is not sufficient or successful, relevant
members of the DBST and other teachers, also from special schools as
resource centres or the full-service school, can come and help support the
referring teacher. Therefore it is important to have support from all levels as
they are relying on each other and are there to help the learners achieve
success in their learning to become lifelong learners in our society.
27

Inclusive education 302 s study notes

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Inclusive education 302 s study notes