Inclusive Education and Insufficient School Readiness in Grade 1: Policy versus Practice

Autor/inn/en	Bruwer, Marietjie; Hartell, Cycil; Steyn, Miemsie
Titel	Inclusive Education and Insufficient School Readiness in Grade 1: Policy versus Practice
Quelle	In: South African Journal of Childhood Education, 4 (2014) 2, S.18-35 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Inclusion; Grade 1; Elementary School Students; School Readiness; Focus Groups; Elementary School Teachers; Teacher Attitudes; Elementary School Curriculum; Educational Policy; Well Being; Physical Health; Psychomotor Skills; Emotional Development; Interpersonal Competence; Teaching Methods; Language Usage; Communication Skills; Cognitive Ability; Knowledge Level; Poverty; South Africa + Suchen Sie Ihr Suchwort? Ausland; Inklusion; School year 01; 1. Schuljahr; Schuljahr 01; Readiness for school; School ability; Schulreife; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Politics of education; Bildungspolitik; Well-being; Wellness; Wohlbefinden; Gesundheitszustand; Psychomotorische Aktivität; Gefühlsbildung; Interpersonale Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Kommunikationsstil; Denkfähigkeit; Wissensbasis; Armut; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A significant number of young learners entering into Grade 1 in South Africa have not reached the required level of readiness for formal learning due to inadequate early learning experiences. As found in many studies worldwide, these learners are often traumatised because they cannot keep up with the pace and requirements of the formal learning situation, putting them at risk for school failure. Focus group interviews were conducted with Grade 1 teachers at two city schools in Pretoria to explore their experiences regarding the insufficient school readiness of their learners and the impact thereof on the learning process. The predominant concerns emerging from this investigation are the inaccessibility of the current curriculum (Curriculum and Assessment Policy Statement -- CAPS) for learners with insufficient school readiness, and education policies which seem to work against inclusivity. Although Education White Paper 6 (RSA DoE 2001) states that providing quality education to all learners requires adapting curricula, teaching strategies and organisational arrangements to meet the needs of the learners, the teachers in this study feel that they are not allowed the freedom to do so. Recommendations are made to remedy the situation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01