Education system – unable to meet diverse needs of learners and national needs of socio-economic development while simultaneously keeping abreast of global explosion of knowledge, technological innovation and changes of the world of work school is dependent on multi-sectoral strategies and action.
Composition of education system:
* Schools and other types of educational institutions: strive to meet diverse needs of learners acc. to age and dev. phase = preprimary, primary, secondary, inst. for further educ. * Governance and management systems: create structures for governance and management. Ministry of Educ. & Training, Dept. of Educ on national and provincial level, control boards, advisory boards, teacher registration boards and structures for educ. Planning * Support/Auxiliary Services: additional help for specialised tasks. * Stakeholders with an interest in education: Those with keen interest in country’s educ., parents, community, teacher, organisations, unions, work providers.
Firstly, the formal schooling system includes many different types of institutions for education and training which strive to meet the diverse needs of learners. In accordance with learners’ ages and developmental phases, there are pre-primary schools, primary schools, secondary schools and institutions of higher education, including universities, technikons and colleges. Furthermore, schools may specialise according to various fields of interest, such as general academic schools, agricultural or technical schools, and arts and sciences schools. Schools are usually differentiated into phases, annual stages or grades, presenting a wide variety of learning programmes or subjects and learning packages. In the higher education system there is also a broad diversity of types of institutions aimed at a wide range of possible vocations in society. Colleges, for example, differentiate their training of teachers, nurses, the police, agriculturalists and technicians.
Secondly, a comprehensive undertaking like the system of education and training also depends on an effective and efficient system of governance and management. To provide education and training in a planned and organised manner, structures for the governance and management of education which promote the effective functioning of the system are created. The current administrative structure in South Africa includes for this purpose the Ministry of Education and Training, Departments of Education on national and provincial levels, structures for educational planning, control boards, advisory bodies and teacher registrationboards.
Thirdly, the provision of education and training includes many highly specialised tasks. Institutions do not have the capacity to carry out all these tasks on their own. Although teaching practitioners are trained to carry out teaching and classroom management tasks and present specific subjects or learning programmes, the average teacher may still require additional help with certain professional tasks. Support or auxiliary services ideally provide teaching practitioners with specialised help where possible. Examples of these additional services are a school health service, feeding schemes, media and library services, and examination service, school hostels and transport services. Unfortunately, in most communities in South Africa, these support services are either entirely absent or inadequate.
Finally, many other stakeholders have a keen interest in a country=s education, for instance, the state, parents, the community, teacher organisations, unions and work providers. They also form an integral part of the system of education and training, and the process of making new educational policy in South Africa strives to involve all these stakeholders. Clearly, the primary function of all these categories of structures is to provide and/or support quality education and training for learners in a...
...read well), this will be less handicapping if she learns to tape lectures and "read" books on audiotapes. Using such approaches, even in elementary school, can prevent her reading disability from interfering with her progress in other academic areas (increasing her handicap).
Gale Encyclopedia of Education:
History of Special Education
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Special education, as its name suggests, is a specialized branch of education. Claiming lineage to such persons as Jean-Marc-Gaspard Itard (1775 - 1838), the physician who "tamed" the "wild boy of Aveyron," and Anne Sullivan Macy (1866 - 1936), the teacher who "worked miracles" with Helen Keller, special educators teach those students who have physical, cognitive, language, learning, sensory, and/or emotional abilities that deviate from those of the general population. Special educators provide instruction specifically tailored to meet individualized needs, making education available to students who otherwise would have limited access to education. In 2001, special education in the United States was serving over five million students.
Although federally mandated special education is relatively new in the United States, students with disabilities have been present in every era and in every society. Historical records have consistently...
...Professional Practice came into force on 1 April 2008. The Code was developed by the profession, it outlines the behaviours expected of members for the benefit of learners and employers it is to ensure that the code of conduct is adhered to and incorporated within teaching. IfL is the independent professional body for teachers and trainers in further education (FE) an skills. As a teacher I would comply with the proffesional accreditation in order to meet the needs of learners, it would increase my status as a teacher by complying with the act by adhereing to learners Integrity, Respect, Care, Practice, Disclosure and Responsibility. The Health and Safety act 1974 is applied within teaching which comprises of several issues that must be adhered to such as my responsibility as a teacher to ensure that I comply with it and share my knowledge with learners. It is my duty to ensure that learners are aware and have been introduced to the legislation as part of the induction in the first session, it is my responsibiliy to share and deliver the important aspects of this key legislation.
The Equality Act 2010
As a teacher I would promote the The Equality Act 2010 by protecting learners by developing their knowlegde and experience, my role as a teacher is to ensure I protect learners by incorporating and discussing with learners and how to...
...adults to accommodate learners who are experiencing barriers to learning by encouraging teachers to Promote Positive attitude of both teachers and learners towards one another supporting one another and stand as a united as a school and colleagues. As well as equal input in school activities all teachers should enjoy participating in school activities it would make learners feel more comfortable to join and also participate in school activites.Teachers should accept one another and their differences, respect one another In addition, avoid judgement and criticism towards each other.
Inclusive education promotes Human rights as well as Good and sensible educational values. Social wisdom is also promoted and encouraged greatly .The equal right to learn and live together is highlighted and explained in inclusive education. Acceptance, diversity, and respect are a few of the main core values that inclusive education is built up on and were the concept came from.
1. A school that is equipped and supported to provide a broad range of learning needs. It May not necessarily have all forms of learner support in place, but it should have the Potential and capacity to develop and provide them.
2. A school that understands that barriers to learning are not only essential to learners, however, can also be cultural and systemic. Barriers might also be...
...the class should be suitable for all learners, wheelchair users someone with crutches, Coat’s behind chairs and bag’s under the table. There are many guidelines for you to follow such as working with vulnerable adults in order to do so you will need a criminal record bureau [CRB] this is used so your work place knows your back ground.
When you become a teacher “Assume Nothing” you have to be fair to all your learners by assessing them individually. It is important that all learners feel comfortable and confident during their class. Once you know your learners learning level you can change seating arrangements so the learners gets to work with others on different levels. In order for you to meet your learner’s needs you would need to plan a learning style which suit’s the learners and yourself, making suitable hand-outs or lectures more clear for them to understand. Speaking to learners one to one, understanding what they are feeling, if the learner needs extra help with any of course work are all the things you need to be doing, this helps you have a better understanding.
Assessing each learner throughout the course will help ascertain us and other co- workers or assessors what the learners have gained during their classes. This can be done by asking open questions within a new group of learners, also it can help...
...Education for Learners with Special Needs: Organization and Planning
In 1990, statistics showed that there were well over 43 million Americans with one or more physical or mental disabilities (Dixon, Kruse, & van Horn, 2003). Historically, society has isolated and segregated these individuals. After the passage of the Rehabilitation Act of 1973 and despite numerous laws and civil rights acts, discrimination against individuals with disabilities continues to be a serious social problem. This lecture briefly discusses the history of the laws and civil rights acts pertaining to Americans with disabilities i.e., how the laws and civil rights acts are being applied to learning in the educational system.
Historical Factors That Shaped Special Education Today
In 1975, Congress passed the Education of All Handicapped Children Act, now codified as the Individuals With Disabilities Education Improvement Act (IDEA) of 2004. When the Education of All Handicapped Children Act went into effect October of 1977 (after the regulations were finalized), it guaranteed a free, appropriate public education in the least restrictive environment for all special education children and youth between the ages of 3 and 21.
The numerous amendments to Individuals With Disabilities Education Act (IDEA) in 1990 expanded incentives for early intervention, preschool...
Student number: 20134571
Science 1 in the Early Years
Assessment: Item 1- Views of teaching and promoting science of young learners
The pedagogy of play can be hard to understand and part of the reason for this is it’s so difficult to explain how children learn by play because play isn’t simply; it is complex. Each child begins their early childhood education with a set of skills and prior knowledge that is influenced by their family, culture and past experiences (Fellows &Oakley, 2010). The past knowledge should become the foundation for developing an understanding of scientific concepts (Duschl, Schweingruber & Shouse, 2007). Children are naturally inquisitive, creative and aware of the world around them (Campbell & Jobling, 2012). Play is an important development tool and an effective way to teach children scientific concepts while using their prior knowledge (Preston, Mules, Baker & Frost, 2007). Learning science through play shows children that science is useful and enjoyable and is a significant aspect of the real world (Bulunuz, 2013). This essay will review teaching science through play, theorists who support play and the way in which the Australian curriculum and EYLF support play pedagogy.
Science and Play
Play pedagogy is a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations....
SPE-226 Educating the Exceptional Learner
September 14, 2013
Developmental incapable, as dyslexia, can have an effect on a child’s capability to comprehend as well as to use language, do calculations of math, and coordinate movements as well as direct attention. This is typically diagnosed in students at the beginning of school. Developmental incapable illnesses affect the capacity to understand, speak, and write, as well as affect the capacity to interpret what they see/or hear as well as combine information from all parts of the brain. Such problems widen schoolwork and can hinder reading, writing, and use of the English language. Developmental disable do not reflect on intelligence quotient/ or nor on how smart students are. Developmental disable can be a lifelong provision, in some cases may have an effect on a child’s existence: schoolwork, as well as daily routines, and family circumstances as well as friendships.
People have various coinciding learning disabilities, that can be ostensible, but there are others that may have a learning problem that has little influence on their lives. Not all erudition obstacles classification of developmental disabilities, it could be that some students are merely dawdling in advancing skills. As students shows differences in of development, occasionally, what seems just be a developmental disability just may be a...
History of Special Education Law
Michelle L. Johnson
Grand Canyon University: SPE- 355
June 15, 2014
History of Special Education Law
From the beginning of time until the end of time, there will always be students who require special education services. Throughout the 20th century, there have been many laws written to try and protect and help students with disabilities. Two in particular are the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Education Act (IDEA 1990). Special education classes were available in the 1950’s, but the outcome for the students was not what parents expected. The students in these classes could not preform academically, and were considered unteachable. They eventually were sent to special schools that focused on teaching them manual skills. The programs may have been available, but clearly it was discrimination towards those students with disabilities. This is why the laws written for the handicapped are so important, especially in the school system. The chart above compares two articles covering individuals with disabilities; one is an overview of disabilities, covering the Education for All Handicapped Children Act, also known as Public Law 94-142, and the other is an overview of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997.
In the article on an...