'n Remedieringsmodel vir die onderwyser in hoofstroomonderwyser

Abstract

Afrikaans: Die Witskrif oor Onderwys en Opleiding verklaar dat kurrikulumveranderings vir alle leerlinge in Suid-Afrika, ook die leerlinge met spesiale onderwysbehoeftes (LSOB), nuwe onderrig- en leermoontlikhede, gelyke onderwysgeleenthede en gestandaardiseerde leeruitkomste moet voorsien. Hierdie studie fokus slegs op leerlinge met leerprobleme. Dit wil voorkom asof onderwysondersteuning aan alle soorte leerprobleme binne 'n kontinuum geiiltegreerde dienste in gewone sowel as spesiale openbare skole gaan geskied. Hoofstroomonderwys vir alle LSOB in Suid-Afrika is in beginsel aanvaar. Om leerlinge met leerprobleme in hoofstroomonderwys te kan akkommodeer, impliseer dus dat die hele onderwyssisteem in terme van inhoud, onderrig en leer sodanig gestruktureer sal moet word dat disharmoniese onderwysdinamiek enersyds voorkom en andersyds herstel kan word. Remediering kan individueel of in groepverband geskied. Didakties, vakdidakties en ortodidakties verantwoorde evaluering en remediering is die opgawe van die klasonderwyser in hoofstroomonderwys. 'n Beskrywing van hoedanig 'n didakties, vakdidakties en ortodidakties verantwoorde remedieringsmodel in terme van die evaluering en remediering van onderrig-, inhoud- en leeruitkomstekorte, dit wil se van die komponente van dishannoniese onderwydinamiek, as die opgawe van die onderwyser in hoofstroomonderwys geimplementeer kan word, word verskaf. Die toepassing van evaluerings- en remedieringsbenaderings en -tegnieke ten opsigte van motoriek-, persepsie-, kognitiewe, taal-, lees-, spelling- en skryf-, en wiskundeprobleme, in 'n didakties, vakdidakties en ortodidakties verantwoorde evaluerings- en remedieringsmodel, word breedvoerig beskryf. 'n Eksemplaar van sodanige model, soos dit in klasverband deur die onderwyser uitgevoer kan word, word aan die hand van 'n individuele gevallestudie aangebied. Dit word aanbeveel dat leerlinge met ooreenstemmende soorte leerprobleme of onderwysbehoeftes in kleiner groepe binne die gewone klas saamgegroepeer word om gedifferensieerde onderrig deur die onderwyser te vergemaklik. Die Ieerling-onderwyserratio vir ander klasse waarin daar geen leerlinge met leerprobleme is nie, kan eerder verhoog word. Dit word ook aanbeveel dat onderwysers tydens voordiens- en indiensopleiding ervaring van LSOB en spesifiek leerlinge met leerprobleme opdoen, en dat die kurrikulum, evaluering en onderrigstrategiee van gewone onderwys aangepas sal moet word om vir die verwagte toestroming van leerlinge met leerprobleme voorsiening te maak.

English: The White Paper on Education and Training declares that curriculum changes must make provision for new teaching and learning possibilities, equal educational opportunities and standardised learning outcomes for all learners in South Africa, also those learners with special educational needs (LSEN). This study focuses only on learners with learning problems. It appears as if educational support for learning problems will be delivered within a continuum of integrated services in ordinary as well as special public schools. Mainstream education for all LSEN in South Africa has been adopted in principal. The accommodation of learners with learning problems in the mainstream has implications for the structuring of the educational system in terms of content, teaching and learning in such a way that disharmonious educational dynamics can be prevented as well as remedied. Aid can be delivered to individuals or groups. Didactically, subject-didactically and orthodidactically accountable assessment and remediation is the task of the class teacher in mainstream education. The implementation of such an accountable model for the assessment and remediation of inadequate teaching, content and learning outcomes within disharmonious educational dynamics is depicted as the task of the teacher in mainstream education. Applicable assessment and remedial approaches and techniques with regard to motor, perceptual, cognitive, language, reading, spelling, writing and arithmetic problems in a didactically, subject-didactically and orthodidactically accountable model are described in detail. An example of such a model is presented by way of an individual case study. It is recommended that learners with corresponding learning problems or educational needs be grouped together in smaller groups within the ordinary class to promote differential teaching. The learnerteacher ratio for other classes without learners with learning problems can rather be raised. It is also recommended that teachers obtain experience with regard to LSEN and specifically learners with learning problems through preservice and inservice training, and that the curriculum and assessment and teaching strategies be adapted to make provision for the expected influx of learners with learning problems.