South African Journal of Childhood Education 5(1):a348 The South African national school curriculum : implications for collaboration between teachers and speech-language therapists working in schools
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation, Intermediate, Senior
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Publication Year
2015
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
23 p.
Subject
Early childhood education, Primary education, Curriculum, Collaboration, Inclusive education, Teachers, Speech-language therapists, South Africa
Tags
Abstract
This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs is presented from the learners’ perspective within the context of the curriculum. An example of teacher support through the response to intervention (RTI) approach is described.
Description
Article
Number of Copies
1
