Collaborative co-teaching as a key to inclusion

Inclusion of learners with diverse needs implies a shift from a medical deficit model to a social systems model. The latter does not view the learner as a problem; instead it considers the environment or society's response to the individual as barriers to learning. This study focuses on collaborative co-teaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and general education teacher to partner in all aspects of instruction. The outcome of colllaborative co-teching includes effective instruction, a cohesive accepting class community, positive learner development and the professional and personal growth of the learning support teacher and general education teacher. A literature review provided the background to an empirical enquiry using an qualitiative approach.

Autorentext

Claire Yorke was born in Zimbabwe. She studied in South Africa at Rhodes University, Johannesburg College of Education and UNISA. She currently works as an educational psychologist and learning support teacher. Claire Yorke lives in Johannesburg with her husband and two daughters.