Educators' experiences of their training for the implementation of screening, identification, assessment and support strategy at a full-service school: a case study
Type
Thesis
Authors
Category
ECCE, Foundation, Intermediate
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Publication Year
2011
Publisher
North West University, Potchefstroom, South Africa
URL
[ private ]
Pages
195 p.
Subject
Early childhood education, Primary education, Foundation Phase, Intermediate Phase, Inclusive education, Human resource development, SIAS process, Full-service school, Teachers, Educators, Teachers' experiences, Teacher training, South Africa
Abstract
The purpose of the research was to explore the experiences of educators regarding the training for the implementation of inclusive education in a Full-Service school. A qualitative research design was chosen, using a case study. Three methods of gathering data were used, namely individual interviews, focus group interviews and observations. The study was conducted in primary schools in the North West province that was converted into a full-service school in 2008. The findings indicated that educators demonstrated a misunderstanding of the Screening, Identification, Assessment and Support strategy. The misunderstanding can be ascribed to the kind of training educators received. The training lacked in–depth content and practical demonstration. Recommendations on the content and the dynamics of the training process are made. The overarching recommendation on the dynamics of the training indicated that the training should be revisited for improved methods of training.
Number of Copies
1
