Collaborative Co-Teaching of Numeracy and Literacy as a Key to Inclusion in an Independent School

Autor/inn/en	Krüger, Deirdré; Yorke, Claire
Titel	Collaborative Co-Teaching of Numeracy and Literacy as a Key to Inclusion in an Independent School
Quelle	In: South African Journal of Education, 30 (2010) 2, S.293-306 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Numeracy; Literacy; Inclusion; Team Teaching; Teacher Collaboration; Private Schools; Focus Groups; Semi Structured Interviews; Participant Observation; Learning Activities; Interpersonal Communication; Elementary School Teachers; Department Heads; Foreign Countries; Qualitative Research; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Inklusion; Teamteaching; Lehrerkooperation; Private school; Privatschule; Teilnehmende Beobachtung; Lernaktivität; Interpersonale Kommunikation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Qualitative Forschung
Abstract	Inclusion of learners with diverse needs implies a shift from a medical deficit model of disability to a social systems model. The latter does not view these learners as a problem; instead the environment or society's response to these individuals is viewed as a barrier to learning. I focus on collaborative co-teaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data were collected from a small group of participants by interviews, observations and documents and inductively analysed. The study shows that if the learning support teacher responds to learners' behaviour within the framework of inclusive practices, the positive effects of the teacher's work and interactions may be far-reaching. Learning support teachers have an important role to play in accommodating and ensuring the integration of learners with diverse needs. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01