Collaborative co-teaching of Numeracy and Literacy as a key to inclusion in an independent school

Krüger, Deirdré; Yorke, Claire

doi:10.15700/saje.v30n2a342

Cited by 7 publications

(6 citation statements)

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“…According to Kruger and Yorke (2010), collaborative co-teaching requires two teachers to teach together in the same classroom. For example, the expertise of the learning area/subject teacher and the inclusive skills of the learning support teacher are combined to teach a diverse group of learners in the same class.…”

Section: It Could Be That Some Teachers Do Not Allow Their Learners T...mentioning

confidence: 99%

Embodying Learners’ Semasiological Disparateness in an English First Additional Language Classroom

Zano

2024

JOLLT

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Language-in-education policy in the apartheid era in South Africa reflected a divide-and-rule strategy, which stipulated that each ethnic group was to be taught in its language. Thus, the post-1994 period in South Africa involved a dramatic re-imagination of the country from a racially divided nation to a diverse but united, non-racial nation. This is pertinent to South Africa, a linguistically diverse country whose history of language in education has been shaped by political interests, as well as pedagogical considerations. Against this background, since the impact of cultural diversity on education policy and reforms is a strategically significant issue for us all, this study sought to explore how Grade 4 English First Additional Language (EFAL) teachers incorporate Grade 4 EFAL learners’ linguistic diversity in teaching and learning. For this qualitative study, 10 Grade 4 teachers in 5 primary schools in one district in South Africa were used as respondents. The researcher used one-on-one telephonic interviews to collect data. The results revealed that teachers acknowledge the need to use some approaches to support oral language development. Besides, teachers use a range of strategies, from translanguaging, and code-switching to translation, to encourage learners to use their home languages to develop proficiency in the EFAL. Also, the study has shown that cooperative language learning, which shares some characteristics with communicative language teaching helps learners develop a great liking of EFAL.

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Section: It Could Be That Some Teachers Do Not Allow Their Learners T...mentioning

confidence: 99%

Embodying Learners’ Semasiological Disparateness in an English First Additional Language Classroom

Zano

2024

JOLLT

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“…The third recent advance that enhances inclusive education through whole-school applications in the context of school reform is collaborative teaching or co-teaching. The concept of collaborative teaching (general education/special education) as a driver for inclusive arrangements originate from a article by Bauwens, Hourcade, and Friend (1989) and since has undergone various iterations and research across a variety of countries (e.g., Gürgür & Uzuner, 2010, 2011Krüger & Yorke, 2010;Strogilos & Tragoulia, 2013) as well as in the United States (e.g., Rivera, McMahon, & Keys, 2014;Solis, Vaughn, Swanson, & McCulley, 2012).…”

Section: Collaborative Teachingmentioning

confidence: 99%

Advances in Schoolwide Inclusive School Reform

Sailor

2014

Remedial and Special Education

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This article highlights three significant advances in schoolwide inclusive school reform and suggests three next steps to improve educational outcomes for all students, particularly for students for whom typical instruction is not effective. Significant advances are as follows: (a) a multi-tiered system of support (MTSS) with embedded response to intervention, which includes positive behavioral interventions and supports; (b) universal design for learning; and (c) collaborative instruction involving general and specialized educators. Next steps are as follows: (a) implementing flexible, braided funding across educational programs; (b) fully integrating behavior and academic interventions pedagogy within MTSS; and (c) scaling up and sustaining innovative and evidence-based practices through implementation science.

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“…Assim, ao se pensar a criação e a adaptação de games para o treino de competências e aquisição de novas habilidades de estudantes com autismo, como no caso da pesquisa que originou esse recorte aqui apresentado, o trabalho colaborativo e o conhecimento de uma equipe multidisciplinar (clínica e terapêutica) se torna indispensável para que se consiga uma ideia de inclusão educacional e social mais eficaz (FRIEND; COOK, 1990;DAMORE;MURRAY, 2009;KRUGER;YORKE, 2010;LEADER-JANSSEN et al, 2012).…”

Section: Introductionunclassified

Educação E Autismo: Modelo Metodológico Para Avaliação E a Adaptação De Games

Araújo

Seabra

2019

COLLOQ HUMANARUM

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Games have achieved significant results, amid special and inclusive education, in what is expected of stimuli and responses from students with autism. The objective of this study, based on the collaborative work ofa multidisciplinary team, was to propose a methodological model for the evaluation and adaptation of games with a focus on skills training and the acquisition of new skills of students with autism. It was characterized as a qualitative-descriptive research, which had as data collection procedures the field diary, filming and the Focal Group. The data originated, from these procedures, were submitted to content analysis of the categorical type. It was concluded that the articulation of the discussions, madepossible by the proposed methodological model, allowed us to identify elements for the development and adaptation of games with a focus on skills training and acquisition of new skills of students with autism, besides making possible the proposition of a methodological model for evaluation and adaptation of games.

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Collaborative co-teaching of Numeracy and Literacy as a key to inclusion in an independent school

Cited by 7 publications

References 0 publications

Embodying Learners’ Semasiological Disparateness in an English First Additional Language Classroom

Embodying Learners’ Semasiological Disparateness in an English First Additional Language Classroom

Advances in Schoolwide Inclusive School Reform

Educação E Autismo: Modelo Metodológico Para Avaliação E a Adaptação De Games

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