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首页> 外文会议>International Technology, Education and Development Conference >(220) CHALLENGES TEACHERS ENCOUNTER IN IMPLEMENTING INCLUSION OF LEARNERS WITH SPECIAL EDUCATION NEEDS IN SELECTED FORT BEAUFORT EDUCATION DISTRICT PRIMARY SCHOOLS, EASTERN CAPE, SOUTH AFRICA
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(220) CHALLENGES TEACHERS ENCOUNTER IN IMPLEMENTING INCLUSION OF LEARNERS WITH SPECIAL EDUCATION NEEDS IN SELECTED FORT BEAUFORT EDUCATION DISTRICT PRIMARY SCHOOLS, EASTERN CAPE, SOUTH AFRICA

机译：（220）挑战教师在南非东开普省南非东开普省的特殊教育需求中纳入学习者的纳入学习者

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The paper explores the pockets of good practice found in the challenges teachers encounter in implementing inclusion of learners with special education needs (SEN). The study adopted a qualitative research approach and employed a case study design. Eight teachers, ten principals, one provincial and four district officials were purposively sampled from ten schools. Data were collected using semi-structured interviews and were analysed thematically. The findings established that teachers encountered a plethora of challenges relating to resources, training, workload, multi-grades, and parents' nonchalant attitudes. It also revealed that the teachers proffered coping strategies such as creating special classes for learners with SEN after school hours to assist them, playing the role of a social worker and manager to support learners with SEN and assisting learners with SEN to take advantage of the multi-grade classes as learners gain from the lessons of other grades as the teacher teaches. It can be concluded that there are pockets of good practice of inclusion policy in some of the selected schools even in the midst of difficult working conditions especially in the rural context of this study. The paper recommends strong collaborations among the stakeholders and adequate training for teachers by the Department of Education for the implementation of inclusion policy for learners with SEN.
机译：本文探讨了挑战教师在实施学习者的挑战中发现的良好做法的口袋，以特殊教育需求（SEN）。该研究采用了一种定性研究方法，并采用案例研究设计。八位教师，十个校长，一位省级和四个区官员从十所学校争辩。使用半结构化访谈收集数据，并对主题进行分析。调查结果确立了教师遇到了与资源，培训，工作量，多数等级和父母无坐标态度有关的挑战。它还透露，教师提供了应对的策略，例如在上课时间课时为学习者创建学习者的特殊课程，以协助他们，扮演社会工作者和经理的角色，以支持学习者与森，协助学习者参加学习者利用森作为学习者从其他成绩的教训中获得的学习者课程的课程。可以得出结论，即使在困难的工作条件下，一些所选学校也有良好的纳入政策的良好做法，特别是在本研究的农村背景下。本文建议将利益攸关方之间的强有力合作，并由教育部对教育部进行足够的教师培训，以便与SEN的学习者纳入纳入政策。

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