Yoro Amarachi J, Fourie Jean V, van der Merwe Martyn
Department of Educational Psychology, University of Johannesburg, Johannesburg, South Africa.
Afr J Disabil. 2020 Feb 6;9:561. doi: 10.4102/ajod.v9i0.561. eCollection 2020.
Inclusive education envisages the improvement of the quality of education for all learners. This further implies that schools must adjust all systems of teaching and learning to accommodate all learners regardless of their diverse needs. The reduction of educational inequalities through inclusive practices is aimed at supporting the accomplishment of academic outcomes for all. Learners presenting with neurodevelopmental disorders (NDDs) place specific requirements on teachers, particularly when they find themselves in mainstream classrooms.
This study focused on the learning support strategies used by recently qualified teachers in accommodating learners with NDDs in mainstream classrooms in the Gauteng province of South Africa.
A qualitative approach was used to explore the support strategies used by recently qualified teachers in mainstream classrooms when dealing with learners with NDDs. Purposive sampling was used to select six recently qualified teachers from different mainstream classroom. Data were collected using semi-structured interviews, observations and critical incident reports.
The findings revealed that teachers employ a variety of support strategies such as cooperative learning, peer learning, ability grouping, extensive visual aids and curriculum differentiation in an attempt to support learners. The support provided by the teachers was evident in their performance as learners with NDD were able to learn and understand the lessons irrespective for their barrier to learning.
Contrary to literature findings that teachers do not support learners with diverse needs because of lack of skills, training and knowledge, this study revealed that recently qualified teachers employ a variety of support strategies to support learners with NDDs. However, it appeared that these support strategies were rather general teaching and learning strategies. More support strategies should be applied to help learners with NDD in the mainstream classroom.
全纳教育旨在提高所有学习者的教育质量。这进一步意味着学校必须调整所有教学系统，以接纳所有学习者，无论他们有何种不同需求。通过全纳实践减少教育不平等旨在支持所有学生取得学业成果。患有神经发育障碍（NDDs）的学习者对教师提出了特殊要求，尤其是当他们身处主流课堂时。
本研究聚焦于南非豪登省近期合格教师在主流课堂中接纳患有神经发育障碍的学习者时所采用的学习支持策略。
采用定性研究方法，探究近期合格教师在主流课堂中应对患有神经发育障碍的学习者时所使用的支持策略。采用目的抽样法从不同主流课堂中选取六名近期合格教师。通过半结构化访谈、观察和关键事件报告收集数据。
研究结果显示，教师采用多种支持策略，如合作学习、同伴学习、能力分组、大量使用视觉教具和课程差异化，以支持学习者。教师提供的支持在他们的教学表现中显而易见，因为患有神经发育障碍的学习者能够学习并理解课程内容，尽管他们存在学习障碍。
与文献研究结果不同，即教师因缺乏技能、培训和知识而不支持有不同需求的学习者，本研究表明近期合格教师采用多种支持策略来支持患有神经发育障碍的学习者。然而，这些支持策略似乎只是一般的教学策略。应该应用更多支持策略来帮助主流课堂中患有神经发育障碍的学习者。
