Teachers are central to learner support within the classroom and particularly to minimising the impact of barriers to learning and realising the potential of all learners (Refer to 2.8
Inclusive Pedagogy in a Full-Service School). A teacher with an inclusive attitude and
practice will set the tone within the classroom and will impact on learners’ attitudes towards each other. Inclusive teachers recognise the limitations of traditional approaches and are prepared to adopt inclusive pedagogical approaches. Teachers should be well informed and supportive of the inclusive ethos of the school. As discussed in Chapter 2, teachers need to share a common vision, conceptual framework and language of inclusion (Swart & Pettipher, 2016). From appointment through to continuous learning as part of the teaching career, values and practices of inclusion must be a priority.
As noted in Chapter 2, and reinforced within the inclusive ethos of the full-service school,a fundamental principle of inclusion is that teachers need to believe in the potential of all learners to learn. A successful inclusive teacher will reject the status quo of inflexible teaching styles and curriculum in favour of flexible and creative ways of supporting learners (Florian & Graham, 2014). An inclusive teacher understands the need for flexibility which allows the school and the system to adapt, rather than forcing the learner to adapt. An inclusive teacher will therefore use both behavioural models of teaching which vary methods of teaching according to needs of learners and constructivist models in whicha two-way process of learning is used. (Refer to 2.8 Inclusive Pedagogy in a Full-Service School).This means that inclusive teachers will diversify teaching styles within the classroom to accommodate learners with diverse cognitive, physical and emotional needs. At the same time, inclusive teachers will be seeking ways to strengthen the voice of learners and to adapt systems to accommodate all. Participants in this study confirmed the need for teachers to vary teaching methods as well as enable learners to express their feelings and strengthen their voices.
Teachers are central to collaboration – amongst themselves, with parents and the broader community, as well as with specialists, facilitators and the learners themselves. (Refer to 2.8.1 The Centrality of Collaboration in Inclusive Pedagogy). Teachers set the example and create the climate for collaboration within the classroom. Participants noted the importance of collaboration, and specifically amongst teachers, to support one another in practising inclusion.
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5.2.3 What Recommendations Would Teachers Give with regard to Successful Support To Further the Development of Full-Service Schools?
Participants agreed that an ethos of inclusion must be paramount in every aspect of the school and should be a requirement for employment in a full-service school. Full-service schools need to reflect diversity in terms of the composition of the staff and learners. The structure, policies and systems within the school should all reflect this commitment to inclusion.
Participants acknowledge that a leadership committed to inclusion is the foundation for the development of full-service schools. Principals are charged with the role of managing a school along with a team which may include deputy principals, heads of departments and often parents of the school. In schools where inclusion has been successful, there is leadership committed to reducing exclusion. These principals have very often not waited for departmental instructions but have instead initiated inclusive policies and taken on an inclusive ethos in their schools. These principals have been proactive in responding to their community’s needs (Walton, 2001). Changing a system to one that reflects equity requires having key people, in particular the principals, in place to manage the paradigm shift and the transformation of the school. Within this school,as is the case in many schools, inclusion is principal-driven with the help of a dedicated team (Gous, 2009). The principal and governing body must be committed to inclusion and constantly introducing and monitoring inclusive practices and principles.The research highlighted the importance of a leadership prepared to allocate resources towards strengthening inclusion and learner support. Examples of resources from the research include the provision of the necessary infrastructure, as well as sufficient personnel and support staff like teacher aides.The challenge is to raise funds for additional resources or explore ways in which the government budget could be reprioritised to provide the necessary support. While this is difficult in a developing country like South Africa with the complexity of budgetary demands and funding constraints, it is central to the process of democratisation and a culture of human rights (Nel
et al., 2014).
The establishment of a functioning ILST and the appointment of a learner support teacher, as recommended by the DoE, were noted by participants as important.It was emphasised that priority should be given to enabling the ILST to function in practice rather than to be established in name only. This would require the appointment of sufficient personnel within the ILST, as well as a culture of collaboration throughout the school.
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Examples of sharing of models and developing a culture of learning around inclusion were cited by participants as being important if full-service schools are to be promoted or replicated. Models of successful inclusive practices and inclusive skills need to be shared within the teaching fraternity, as well as withparent bodies and communities.
5.2.4 What are Teachers’ Perspectives on and Experiences of Support for Learners