When we look at the overall make up of the average classroom, we find vast differences in personalities, learning abilities, meta-cognitive skills and development. Some learners are gifted with talents that are absent in the majority of learners. Some learners requires more attention than others, while some grasp concepts faster or slower than others.
Inclusive education has now moved on to encourage these learners to be part of the classroom rather than setting them apart from the rest. In the South African Journal of Education (2013) it stated that the mainstream school in future had to become the site for transformation to accommodate the diverse learning abilities and needs of all learners. Inclusive education requires a system-wide approach dedicated to making schools accessible and amendable for all learners. "In the final analysis, policy and practice in inclusive education require a focus on an enabling and nurturing environment that supports the learner, rather than on a learner who must fit into an exlusionary environment"(Peters et al, 2005 and Oswald, 2010:1).
So with this in mind, we as educators must adapt to the classroom setting of inclusive education in order to make each learner feel part of the learning process. Educators can help in this process by becoming actively involved in developing their own skills to assist with the 'gifted' learner.
You can also continue reading the article on
www.ajol.info/index.php/saje/article/download/85003/74974
Resources:
Oswald, M., De Villiers, J. 2013. South African Journal of Education.
Inclusive education has now moved on to encourage these learners to be part of the classroom rather than setting them apart from the rest. In the South African Journal of Education (2013) it stated that the mainstream school in future had to become the site for transformation to accommodate the diverse learning abilities and needs of all learners. Inclusive education requires a system-wide approach dedicated to making schools accessible and amendable for all learners. "In the final analysis, policy and practice in inclusive education require a focus on an enabling and nurturing environment that supports the learner, rather than on a learner who must fit into an exlusionary environment"(Peters et al, 2005 and Oswald, 2010:1).
So with this in mind, we as educators must adapt to the classroom setting of inclusive education in order to make each learner feel part of the learning process. Educators can help in this process by becoming actively involved in developing their own skills to assist with the 'gifted' learner.
You can also continue reading the article on
www.ajol.info/index.php/saje/article/download/85003/74974
Resources:
Oswald, M., De Villiers, J. 2013. South African Journal of Education.
Department of Educational Psychology, University of Stellenbosch, South Africa
Oswald MM 2010. Teacher learning for inclusion in a primary school in the Western Cape.
Unpublished PhD dissertation. Stellenbosch: Stellenbosch University.
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