Adewumi Toyin M, Rembe Symphorosa, Shumba Jenny, Akinyemi Adeola
School of Further and Continuing Education, Faculty of Education, University of Fort Hare, South Africa.
Afr J Disabil. 2017 Oct 11;6:377. doi: 10.4102/ajod.v6i0.377. eCollection 2017.
There is need for 'high-quality' teachers who are equipped to meet the needs of all learners through provision of education for an inclusive society according to equal opportunities to all.
This paper investigates pockets of good practice in the adaptation of the curriculum for the inclusion of learners with special education needs (SEN) in selected primary schools in the Fort Beaufort District.
The study adopted a qualitative research approach and employed a case study design. Eight teachers and 10 principals from 10 selected primary schools, 4 education district officials and 1 provincial official were interviewed. Purposive sampling was used to select the participants. Data were collected using document analysis and semi-structured interviews and were analysed thematically.
The study established that teachers use methods relating to different teaching strategies, individual work, group work and extra work.
It was concluded that there are pockets of good practice of inclusion policy such as the use of different teaching strategies, individual work, group work and extra work for inclusion of learners with SEN in some of the selected primary schools in the poor rural context. The paper recommends adequate training for teachers in curriculum adaptation in order for all teachers to accommodate learners with SEN.
需要有“高素质”的教师，他们能够通过为包容性社会提供教育，根据人人平等的机会来满足所有学习者的需求。
本文调查了福特堡地区部分小学在调整课程以纳入有特殊教育需求（SEN）的学习者方面的良好实践案例。
本研究采用定性研究方法，并采用案例研究设计。对来自10所选定小学的8名教师和10名校长、4名教育区官员和1名省级官员进行了访谈。采用目的抽样法选取参与者。通过文件分析和半结构化访谈收集数据，并进行主题分析。
研究表明，教师采用了与不同教学策略、个别辅导、小组活动和额外辅导相关的方法。
研究得出结论，在贫困农村地区的一些选定小学中，存在一些包容性政策的良好实践案例，例如使用不同的教学策略、个别辅导、小组活动和额外辅导来纳入有特殊教育需求的学习者。本文建议为教师提供充分的课程调整培训，以使所有教师都能接纳有特殊教育需求的学习者。
