INTEGRACIÓN DE LA BIOSEGURIDAD EN EL PLAN NACIONAL DE DESARROLLO

When using IQ scores as a guide to providing appropriate support, learners with MID generally require low levels of support (Rosenberg et al. 2008:7-10; Kirk et al. 2006:158) but meaningful learning in mainstream classes depends on support services available, practical considerations and the special characteristics of individual learners (Engelbrecht & Green 2009:201). Extensive research has revealed that the social skills of learners with a MID improve when they are provided with age appropriate supports and included in general education (Giangreco & Doyle 2007:173; Rosenberg et al. 2008:7-10). The UNESCO’s (2009a:88) research findings also show that IE is not a threat to quality education and there is no tension between quality and equity. Moreover, Engelbrecht and Green (2009:192) concede that the common recommendation in terms of supporting learners is to move away from supporting individual learners to supporting educators and the education system so as to develop competency to respond to the needs of all learners. It is therefore important not to have low expectations of academic achievement from learners with a MID as Engelbrecht and Green (2009:200-204) warn that this attitude can lead to self-fulfilling prophesy.

Birnbaum (2010:17) and Mittler (2000:131) stress that not all children require special education provision even if they have special educational needs. The existence of specialist provision reinforces deeply held beliefs that special training and expertise are necessary to teach children with disabilities and that such provisions are available in special schools. This leads to the separation of children with disabilities from the majority of children who learn in ordinary schools (Mittler 2000:131). The researcher in this study concurs with Birnbaum and Mittler’s statements with reservation. While their observations may be true, attending regular school without making necessary adaptations may create a situation in which those with low level of needs (like MID) do not fit well and are neglected (Warnock & Norwich 2010:156). By right, education should be inclusive responding to the diverse needs and circumstances of learners (UNESCO 2004:143). The needs of learners with ID need to be addressed through among other things curriculum

adaptation and appropriate teacher training (UNESCO 2009c:3). UNESCO’s (2009c) report further states the aim that by 2015 all children with ID should have received IE with appropriate support to ensure that each child reaches his/her highest potential. The researcher agrees that if this aim is reached, it will benefit many children. The current study seeks to establish the extent to which a national curriculum adaptation is responsive in IE to learners with a MID who live in a disadvantaged rural area. The most salient aspect deduced from this line of thought is that an adaptation in teaching mathematics basic skills to learners with MID should also work for learners who do not have special educational needs, but are struggling to learn basic academic skills. There is need to promote such programmes in an inclusive way, not as a special education treatment.

Elliot and Thurlow (2006:53-54) warn of a tendency to think that low student performance is evidence that there is a disability (MID in this case), yet there are some students who perform very well in spite of having a disability. They assert that those who perform well, despite having a disability, could perform even much better if they were provided with special needs support. In consideration of individual differences, the strategy highlighted in DoE (2008a:19-20) and Raymond (2012:92) prioritizes strengths and weaknesses of each individual child in order to determine the intensity or appropriate levels of the support that match with the needs of the child. The DoE further notes that levels one and two are low levels of support mainly linked to class teaching strategies, school culture and attitudes within the school. When this support is given, many changes that need to be made (that is, adaptations) will affect the whole school and enhance inclusion and participation of learners experiencing barriers to learning. However, implementing strategies that affect the whole school does not ensure that the progress of other groups of pupils experiencing barriers to learning will take place in the same way as with learners with a MID. In this sense, the NCS is sensitive to other issues of diversity such as poverty, inequality, age, and language (DoBE 2011c:4-5). Thus, an effective environment for learning and teaching is essential (DoE 1997:19). Central to development of such a capacity is the ability to understand the nature of the barriers.

The focus of the DoE to other areas other than the curriculum has been well received by Timperley and Alton-Lee (2008:332). They assert that focussing on curriculum issues without paying due attention to teacher quality is insufficient to improve student outcomes. In conclusion after the review of several studies by Timperley and Alton-Lee, findings were that effective teachers appeared to be effective with students of different achievement levels regardless of the level of heterogeneity in their classrooms. Chisholm (2009:19-25) states that the quality of teachers in South Africa has been high on the agenda since 2004 and the education system has put in place initiatives that focus on improving the quality of teacher education in line with the demands of the new curriculum, that is essentially an IE curriculum. Chisholm also notes that the education

system’s initiatives have not met the critical needs for supply and demand of suitably qualified mathematics and Foundation Phase teachers. Smit and Mpya (2011:25) assert that most primary schools experience a lack of appropriately trained and skilled teachers in the field of inclusive education. This shows that IE for learners with a MID has been compromised. Similarly, learners in many other developing countries benefit less from education due to poor quality and quantity of instruction (Arends & Phurutse 2009:1). Some of the teaching strategies for consideration are discussed next.