Inclusive Education
1.Introduction and Statement of the problem
For inclusion to be successful, schools require a certain culture and ethos. Part of this is that an aim in all classrooms should be to expand the circle of tolerance so that a broader range of behaviours are embraced and provided for through supports that are an ordinary part of the classroom, as a broader range of learner differences become an ordinary part of the school day. Inclusion is about creating a society in which all children and their families feel welcomed and valued. “Inclusive classrooms put a premium on how people treat one another. To bring about effective change, school leaders and teachers must be actively involved in the change process together. Collaboration among general and special education teachers – as well as support from administrators, families and community members – is essential for schools to become inclusive. Teacher involvement and continuous staff development are elements required in schools aiming to become more inclusive. Classroom management is essential for the maintenance of an environment conducive to teaching and learning, to enable the implementation of the curriculum as well as social learning. South African educators are currently battling to find alternatives to corporal punishment that will be successful and effective over the longer term. Against this background, it becomes clear that it is necessary to further explore the reasons why educators are struggling to implement non-violent and pro-active ways of approaching classroom discipline before any effective intervention to promote positive alternative means of discipline can be developed.
3.PURPOSE/AIM OF THE RESEARCH
An aim of this research was to investigate the views and understandings held by teachers regarding diversity and inclusive education – to look at the practices, experiences and attitudes.
4. RESEARCH QUESTION
What is the role of educators regarding classroom management at a school with inclusive education
For inclusion to be successful, schools require a certain culture and ethos. Part of this is that an aim in all classrooms should be to expand the circle of tolerance so that a broader range of behaviours are embraced and provided for through supports that are an ordinary part of the classroom, as a broader range of learner differences become an ordinary part of the school day. Inclusion is about creating a society in which all children and their families feel welcomed and valued. “Inclusive classrooms put a premium on how people treat one another. To bring about effective change, school leaders and teachers must be actively involved in the change process together. Collaboration among general and special education teachers – as well as support from administrators, families and community members – is essential for schools to become inclusive. Teacher involvement and continuous staff development are elements required in schools aiming to become more inclusive. Classroom management is essential for the maintenance of an environment conducive to teaching and learning, to enable the implementation of the curriculum as well as social learning. South African educators are currently battling to find alternatives to corporal punishment that will be successful and effective over the longer term. Against this background, it becomes clear that it is necessary to further explore the reasons why educators are struggling to implement non-violent and pro-active ways of approaching classroom discipline before any effective intervention to promote positive alternative means of discipline can be developed.
3.PURPOSE/AIM OF THE RESEARCH
An aim of this research was to investigate the views and understandings held by teachers regarding diversity and inclusive education – to look at the practices, experiences and attitudes.
4. RESEARCH QUESTION
What is the role of educators regarding classroom management at a school with inclusive education
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