1.Introduction and Statement of the problem
For inclusion to be successful, schools require a certain culture and ethos. Part of this is that an aim in all classrooms should be to expand the circle of tolerance so that a broader range of behaviours are embraced and provided for through supports that are an ordinary part of the classroom, as a broader range of learner differences become an ordinary part of the school day. Inclusion is about creating a society in which all children and their families feel welcomed and valued. “Inclusive classrooms put a premium on how people treat one another. To bring about effective change, school leaders and teachers must be actively involved in the change process together. Collaboration among general and special education teachers – as well as support from administrators, families and community members – is essential for schools to become inclusive. Teacher involvement and continuous staff development are elements required in schools aiming to become more inclusive. Classroom management is essential for the maintenance of an environment conducive to teaching and learning, to enable the implementation of the curriculum as well as social learning. South African educators are currently battling to find alternatives to corporal punishment that will be successful and effective over the longer term. Against this background, it becomes clear that it is necessary to further explore the reasons why educators are struggling to implement non-violent and pro-active ways of approaching classroom discipline before any effective intervention to promote positive alternative means of discipline can be developed. 3.PURPOSE/AIM OF THE RESEARCH
An aim of this research was to investigate the views and understandings held by teachers regarding diversity and inclusive education – to look at the practices, experiences and attitudes.
4. RESEARCH QUESTION
What is the role of educators regarding classroom management at a school with inclusive education Maowaneng Senior Secondary School? how to develop and apply pro-active disciplinary approaches intended to facilitate self-discipline in learners. 5. REVIEW OF THE LITERATURE
5.1 Inclusive education
According to Engelbrecht (1999: 19-20) inclusive education can be defined as a system of education that is responsive to the diverse needs of learners. A mere definition will not suffice in conveying the actual meaning of the concept for everyday teaching and learning. Inclusive education may be defined as the common schooling and education of handicapped and non-handicapped learners in ordinary classes of the public school system, with adequate support for the learners with special educational needs. Real inclusion is characterised by common instruction of all learners. The term 'inclusive education' means that children who were previously taught in special schools are now allowed to go to any regular school and attend classes with their 'normal' peers. In other words, those children who were previously excluded from the schools in the mainstream are now included (Jenkins & Sileo, 1994:84). Inclusive education is, however, more than just a matter of placement. Very specific principles underlie this approach and are usually built into a bill of rights and governmental policies. The key documents are the White Paper on Education and Training (Department of Education, March 1995), the Organization, Governance and Funding of Schools White Paper 2 (Department of Education, November 1996), the White Paper on an Integrated National Disability Strategy (Office of the Deputy President, 1996), and the S.A. Schools Act of November 1996. Inclusive education, however, is not realised by a loose cooperation between ordinary and special schools. Cooperation between ordinary and special schools is not an essential step towards real inclusion in the true sense of the word, because it is not real reform of the school system. It only grants a kind of hospitality to the...
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