Learning support strategies for learners with neurodevelopmental disorders: perspectives of recently qualified teachers

Background: 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. Objectives: 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. Method: 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. Results: 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. Conclusion: 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

Using HIVetAIDS Statistics in Pre-service Mathematics Education to Integrate HIVetAIDS Education

In South Africa; the HIVetAIDS education policy documents indicate opportunities for integration across disciplines/subjects. There are different interpretations of integration/inclusion and mainstreaming HIVetAIDS education; and numerous levels of integration. Integration ensures that learners experience the disciplines/subjects as being linked and related; and integration is required to support and expand the learners' opportunities to attain skills; acquire knowledge and develop attitudes and values across the curriculum. This study makes use of self-study methodology where I; a teacher educator; aim to improve my practice through including HIVetAIDS statistics in Mathematics Education. This article focuses on how I used HIVetAIDS statistics to facilitate pre-service teacher reflection and introduce them to integration of HIVetAIDS education across the curriculum. After pre-service teachers were provided with HIV statistics; they drew a pie chart which graphically illustrated the situation and reflected on issues relating to HIVetAIDS. Three themes emerged from the analysis of their reflections. The themes relate to the need for further HIVetAIDS education; the changing pastoral role of teachers and the changing context of teaching. This information indicates that the use of statistics is an appropriate means of initiating the integration of HIVetAIDS education into the academic curriculum