An exploration of teachers experiences of teaching special needs learners in pre-vocational school.
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Date
2020
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Abstract
This study focuses on the exploration of teachers’ experiences in the teaching and learning of special needs learners in a special needs school. The aim of the study is to explore teachers’ experiences in the teaching of special needs learners in special needs school. This study also acquires teachers’ perspectives, beliefs and attitudes towards their special needs learners and how
these influence their teaching in special needs schools. The study further examines the variety of teaching methods teachers use in teaching special needs learners and how these contribute towards the performance of special needs learners in schools. The study also sought out innovative methods of assessments teachers employ in assessing their learners and what impact these have towards the teaching and learning of special needs learners. As the South African government join global countries in promoting education for all, through the establishment of an Inclusive Education policy, which embraces the diverse needs of all learners irrespective of their disabilities or abilities, little developments have been noted in the implementation and practice of Inclusive Education. Despite a number of global and national conferences and debates taking place by different organisations on matters around Inclusive Education, minor upgrades have been made towards the practice and implementation of Inclusive Education in special needs schools for special needs learners, due to a number of reasons that affect it. The literature in this study indicates that teachers’ beliefs and attitudes play a major role in effective teaching and learning of special needs learners
in special needs schools. The literature further suggests that appropriate teaching and learning resources, curriculum, parental support, teaching methods and approaches also influence the teaching and learning of special needs learners in special needs schools. This study uses the shape of a qualitative case study approach which is interpretive in nature. The data was collected from ten teacher participants using semi-structured interviews and observations. The collected data was analysed, interpreted and generated into themes. The themes develop the findings of this study. The study findings revealed that various reasons, such as teacher training; lack of resources, lack of relevant curriculum, to mention a few, hinders the implementation and practising of Inclusive Education in schools. The study recommends that the national Basic Education Department needs to work with various stakeholders in special needs education, conducting a comprehensive review which includes implementation and practise of Inclusive Education in special needs schools.
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Masters Degree. University of KwaZulu-Natal, Durban.