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05/06/2017

Teaching for diversity is good teaching

VVOB supports FSDOE with the professional development of teachers towards improving inclusive practices in schools. In May 2017 officials from both Curriculum and Inclusive Education sections gathered per district to assess their inclusive practices.

Analysing reality

At each district, the workshop started with a recap of basic inclusive concepts and policies such as White paper 6, the SIAS, Curriculum Differentiation and the Guidelines for Full Service Schools. This foundation being laid, participants then collected inclusive as well as exclusive practices they witness in their daily practice. These practices were then analysed using a framework for inclusive pedagogy. This framework is also the backbone of the self-assessment tool for inclusive pedagogy which describes the profile of the Inclusive Teacher.

Self-assessment tool for inclusive pedagogy

The tool was developed by officials from all sections and VVOB, based on existing national and international tools and literature. It has 6 values:

  • Valuing learner diversity: Learner difference is considered as a resource and asset to education
  • Supporting all learners: Teachers use effective teaching approaches in their heterogeneous classes
  • Working with others: Collaboration and teamwork are essential approaches for all teachers
  • Continuous professional development: Teaching is a learning activity and teachers take responsibility for their lifelong learning
  • Education for sustainable development: Creating learning experiences where learners develop critical skills for a sustainable future
  • Leadership for inclusive education: Creating an inclusive school and developing the school as a learning community that has the ability to deal with change

The aim of the tool is to support district officials, teachers and SMT members in assessing how inclusive their teaching is. It is mainly intended as a tool for (self)reflection and awareness raising. Participants completed the tool for themselves and identified their strengths and areas for improvement to teach inclusively or to support inclusive teaching. Specific learning needs were identified and a plan was made to address those needs.

My change case

Officials then identified a situation, teacher or school, where support towards more inclusive practices is need. They analysed this case and developed (the first steps of) a plan on how they could support improvement of the school/teacher. In the coming workshops, participants will continue to work with these case studies and see how they can best support change.

Spreading the message

Each district also collaboratively made a plan on how they can advocate for more inclusion with a wider audience. Districts will closely work together with Provincial officials to organise district activities that are tailor made to the needs of the district. These activities will be supported by VVOB.

 

The workshop was facilitated by officials from FSDOE and VVOB.

Pictures can be found here: Lejweleputswa, Motheo, Xhariep, Thabo Mofutsanyana, Fezile Dabi.