, AN INTRODUCTION TO TEACHING
The education system in South Africa has undergone several changes since 1994. Specifically,
inclusion has in recent years brought about increasing demands for schools to provide equality
of opportunity for all learners. DEFINITION: INCLUSIVE EDUCATION REFERS TO A BROAD
PHILOSOPHICAL POSITION RELATED TO THE EDUCATIONAL RIGHTS OF ALL CHILDREN.
Inclusive Education recognises the right of ALL children to feel welcomed into a supportive
educational environment in their own community. It refers to the capacity of ordinary local
schools and ECD Centres to respond to the needs of ALL learners, including those requiring
extra support because of learning or physical disability, social disadvantage, cultural -
difference or other barriers to learning.
In South Africa we now have a strong legislative and policy framework promoting an Inclusive
Education system. The South African Constitution, The South African Schools Act, White
Paper 6, The UN Convention on the Rights of Persons with Disabilities, UN Convention on the
Rights of the Child all place obligations on the state to ensure ALL children are given access to
meaningful participation in learning in the general education system.
In South Africa, inclusive education protects all children from discrimination and presents a
commitment to creating access to and provision of education that accommodates the needs of
children (Donald, Lazarus and Lolwana, 1997). Inclusive education can thus be defined as “a
system of education that is responsive to the diverse needs of learners” (Naicker, 1999, p.19).
Inclusion refers to an education policy that stems from the standpoint of inclusive education.
The policy ensures the accommodation of a variety of educational needs that are required to be
included. Donald, Lazarus, and Lolwana (1997) explain that the emphasis here falls on the
system meeting the needs of the child without separating or excluding the child from the
system.
The reality of providing for inclusion in schools however is a complex issue. According to
Prinsloo (2001), one of the problems facing South Africa in bringing to fruition the principles of
inclusive education is managing learning diversity. Lomofsky, Roberts and Mvambi (1999) assert
that diversity is the keyword in the inclusive classroom.
The inclusive classroom accommodates learners with a range of learning needs and intellectual
difficulties, learners with cultural and linguistic differences, learners with emotional and socio-
economic difficulties, and learners with various physical disabilities. They further articulate that
the inclusive classroom needs to allow and provide for independent individual work but also for
group co-operative working. This implies that teachers are required to learn and apply different
teaching methodologies and skills to meet the needs of multi-approached teaching for diversity
within the inclusive classroom. Research trends (Reynolds, 2001) indicate that a crucial
influence on the successful implementation of any change within an education system is the
,teacher. It is the teacher’s knowledge, beliefs and values that are brought to bear in creating an
effective learning environment for children. The way in which teachers carry out their
professional activity has a profound impact on the extent to which children are able to learn
adequately. This study acknowledges teachers as fundamental actors within the changing
education system, and intends to determine the teaching, support and training needs of a
sample of teachers, in terms of what they require in order to manage the diversity within their
inclusive classrooms.
AN INTRODUCTION TO TEACHING is an essential component of any educational system, serving
as the gateway to the world of learning and knowledge for students of all ages. It encompasses
the initial phase of a teacher's career, where they acquire the foundational skills, knowledge,
and attitudes necessary to become effective educators. During this stage, aspiring teachers
often explore the principles of teaching and learning, gain an understanding of educational
psychology, and develop strategies for classroom management and instruction.
The introduction to teaching typically involves coursework and practical experiences designed
to familiarize future educators with the diverse aspects of the profession. It emphasizes the
importance of pedagogy, curriculum development, and assessment techniques, as well as the
cultivation of strong interpersonal skills. Aspiring teachers may delve into educational theories,
explore different teaching methodologies, and learn how to adapt their instruction to cater to
the unique needs of individual learners. Additionally, they may be introduced to educational
policies and ethical considerations that shape the teaching profession.
Moreover, the introduction to teaching often includes supervised field experiences, such as
observations and practicum placements in classrooms. These hands-on opportunities provide
future teachers with the chance to observe experienced educators, engage with students, and
gradually assume teaching responsibilities under the guidance of mentor teachers. These
practical experiences allow aspiring teachers to apply the theories and strategies they have
learned in a real-world setting, fostering their growth as reflective practitioners and helping
them develop their own teaching style.
Aspiring teachers are often exposed to various educational theories that provide frameworks
for understanding how students learn and how instruction can be designed to optimize learning
outcomes.
,
,
The education system in South Africa has undergone several changes since 1994. Specifically,
inclusion has in recent years brought about increasing demands for schools to provide equality
of opportunity for all learners. DEFINITION: INCLUSIVE EDUCATION REFERS TO A BROAD
PHILOSOPHICAL POSITION RELATED TO THE EDUCATIONAL RIGHTS OF ALL CHILDREN.
Inclusive Education recognises the right of ALL children to feel welcomed into a supportive
educational environment in their own community. It refers to the capacity of ordinary local
schools and ECD Centres to respond to the needs of ALL learners, including those requiring
extra support because of learning or physical disability, social disadvantage, cultural -
difference or other barriers to learning.
In South Africa we now have a strong legislative and policy framework promoting an Inclusive
Education system. The South African Constitution, The South African Schools Act, White
Paper 6, The UN Convention on the Rights of Persons with Disabilities, UN Convention on the
Rights of the Child all place obligations on the state to ensure ALL children are given access to
meaningful participation in learning in the general education system.
In South Africa, inclusive education protects all children from discrimination and presents a
commitment to creating access to and provision of education that accommodates the needs of
children (Donald, Lazarus and Lolwana, 1997). Inclusive education can thus be defined as “a
system of education that is responsive to the diverse needs of learners” (Naicker, 1999, p.19).
Inclusion refers to an education policy that stems from the standpoint of inclusive education.
The policy ensures the accommodation of a variety of educational needs that are required to be
included. Donald, Lazarus, and Lolwana (1997) explain that the emphasis here falls on the
system meeting the needs of the child without separating or excluding the child from the
system.
The reality of providing for inclusion in schools however is a complex issue. According to
Prinsloo (2001), one of the problems facing South Africa in bringing to fruition the principles of
inclusive education is managing learning diversity. Lomofsky, Roberts and Mvambi (1999) assert
that diversity is the keyword in the inclusive classroom.
The inclusive classroom accommodates learners with a range of learning needs and intellectual
difficulties, learners with cultural and linguistic differences, learners with emotional and socio-
economic difficulties, and learners with various physical disabilities. They further articulate that
the inclusive classroom needs to allow and provide for independent individual work but also for
group co-operative working. This implies that teachers are required to learn and apply different
teaching methodologies and skills to meet the needs of multi-approached teaching for diversity
within the inclusive classroom. Research trends (Reynolds, 2001) indicate that a crucial
influence on the successful implementation of any change within an education system is the
,teacher. It is the teacher’s knowledge, beliefs and values that are brought to bear in creating an
effective learning environment for children. The way in which teachers carry out their
professional activity has a profound impact on the extent to which children are able to learn
adequately. This study acknowledges teachers as fundamental actors within the changing
education system, and intends to determine the teaching, support and training needs of a
sample of teachers, in terms of what they require in order to manage the diversity within their
inclusive classrooms.
AN INTRODUCTION TO TEACHING is an essential component of any educational system, serving
as the gateway to the world of learning and knowledge for students of all ages. It encompasses
the initial phase of a teacher's career, where they acquire the foundational skills, knowledge,
and attitudes necessary to become effective educators. During this stage, aspiring teachers
often explore the principles of teaching and learning, gain an understanding of educational
psychology, and develop strategies for classroom management and instruction.
The introduction to teaching typically involves coursework and practical experiences designed
to familiarize future educators with the diverse aspects of the profession. It emphasizes the
importance of pedagogy, curriculum development, and assessment techniques, as well as the
cultivation of strong interpersonal skills. Aspiring teachers may delve into educational theories,
explore different teaching methodologies, and learn how to adapt their instruction to cater to
the unique needs of individual learners. Additionally, they may be introduced to educational
policies and ethical considerations that shape the teaching profession.
Moreover, the introduction to teaching often includes supervised field experiences, such as
observations and practicum placements in classrooms. These hands-on opportunities provide
future teachers with the chance to observe experienced educators, engage with students, and
gradually assume teaching responsibilities under the guidance of mentor teachers. These
practical experiences allow aspiring teachers to apply the theories and strategies they have
learned in a real-world setting, fostering their growth as reflective practitioners and helping
them develop their own teaching style.
Aspiring teachers are often exposed to various educational theories that provide frameworks
for understanding how students learn and how instruction can be designed to optimize learning
outcomes.
,
,
