HOOFSTUK 5: DATA-ONTLEDING EN INTERPRETASIE
5.2 Navorsingsbevindinge aan die hand van die spesifieke doelwitte
5.2.4 Doelwit 4: Om die grootse uitdagings waarvoor die SGOS in die praktyk te
Vir hierdie doelwit word daar gefokus op die vierde sekondêre navorsingsvraag naamlik: Wat is die
grootste uitdagings waarvoor die SGOS te staan kom?
Daar is van die deelnemers verwag om na te dink oor die frustrerendste struikelblokke wat SGOS- funksionaliteit uitdaag en dit sodoende uit te lig. Die vyf prominentste temas vanuit die data-ontleding (soos in figuur 5.2) word vervolgens bespreek. Motivering vanuit die fokusgroeponderhoude dra veral gewig aangesien die deelnemers aan hierdie onderhoude self SGOS- lede is of was.
Figuur 5.2: Uitdagings vir SGOS’e in praktyk
14 9 8 7 6 7 Ouers Onderwysers Hindernisse tot leer Fasiliteite/Hulpbronne
Tyd vir leer-en leerderondersteuning Ander
5.2.4.1 Ouers
Die invloed van ouers se onbetrokkenheid, vlak van geletterdheid en oningeligtheid word etlike male vermeld as struikelblokke waarvoor SGOS’e te staan kom. “Ouers” as tema word onderverdeel in subtemas en word vervolgens bespreek aan die hand van die deelnemers se uitsprake.
5.2.4.1.1 Onbetrokkenheid en ’n gebrek aan samewerking
Die gebrek aan ouerbetrokkenheid en -samewerking sorg vir groot frustrasie by SGOS’e en word deur sowel die SGOS-lede as die nie-SGOS-lede aangevoer as ʼn struikelblok in die suksesvolle uitvoering van hul pligte. SGOS-lede word aangehaal: C:F:1: “Parents are hesitant to come to school,
it gives us a lot of problems you know.” D:F:2: “… sometimes the parent refuse to come to school and they don’t want their children to go to the special school.” E:F:1: “… we inform the parents who normally does not participate …” E:F:2: “When we ask parents to come in and sign forms they give us problems.”
5.2.4.1.2 Ongeletterdheid
Volgens deelnemers dra die ongeletterdheid van ouers by tot ’n gebrek aan betrokkenheid. In die woorde van Deelnemer E:F:2 word sy eie mening en dié van ander deelnemers opsommend gestaaf:
“But the major problem with the parents is that they are illiterate. They cannot sign ... they are also afraid to come to school when they don’t know how to write and read.” Weens die lae
geletterdheidsvlak van ouers stuur Skool D nie huiswerk huis toe nie – D:F:3: “We don’t give learners
homework because there is no one that can help the learner gets his homework done”.
5.2.4.1.3 Onkunde
Ouers se gebrek aan kennis aangaande ondersteuning- en intervensieprosesse op skoolvlak bied uitdagings aan SGOS’e wat bestuur moet word. Soos Deelnemer C:F:1 dit stel, “it’s so very difficult
because some are illiterate they don’t understand the whole process of intervention … so it gives us a challenge as SBST really”. Deelnemer C:F:3 beaam ouers se wanpersepsie rondom die stigma
wat aan spesiale skole kleef – “And again lack of knowledge on the side of the parent especially
when you refer a learner ... ‘no, you cannot take my learner there ... people who are getting there are mentally what, what’ …”
5.2.4.2 Hindernisse tot leer
Die verskeidenheid van leerhindernisse waarvoor leerders en onderwysers te staan kom, bied ʼn uitdaging aan die onderskeie SGOS’e. Deelnemer B:I:B noem verskeie leerhindernisse wat leerders
by Skool B ervaar: “… some of them are having hearing problems, some are short-sighted and some
are slow learners. So they are different …” Skole A en B maak melding van die uitdaging wat
ondersteuning aan veral ouer leerders bied, byvoorbeeld A:I:B: “It is very difficult to help a learner
who is about 15 or 13 above. It’s not easy to get him or her to the level that you want, because sometimes they say ‘I’m too old for that’ …” Deelnemer B:F:1 lewer die volgende uitspraak: “... learners who are in grade 5 and 6 who refuse to go to class ... They have an attitude they don’t want to go there ... They say that ‘we don’t want this class it’s stupid learners’, they think so.”
Faktore soos die afstande wat talle leerders moet aflê skole toe en gepaardgaande armoede wat meebring dat leerders honger by die skole opdaag, skep bykomende hindernisse wat op skoolvlak gehanteer moet word. Deelnemer B:F:2 aan die woord: “… our children … they are coming from far
and they come to school hungry …”. Die groot aantal weeskinders wat deel is van die
leerderpopulasie by Skool A word uitgewys as ʼn uitdaging vir die SGOS. In die woorde van Deelnemer A:I:B: “Most of the learners they don’t have parents …” By Skool C bied die gereelde afwesigheid van leerders ʼn uitdaging, soos Deelnemer C:I:B dit stel: “… learners who are not
attending school regularly …”
5.2.4.3 Onderwysers
Na aanleiding van die data-ontleding vertraag die gebrek aan kennis en ervaring, ingesteldheid en betrokkenheid van sommige onderwysers die effektiwiteit van SGOS’e op skoolvlak.
Gebrek aan kennis – A:V:1: “Little knowledge from the teachers about inclusive education.”
Gebrek aan ervaring – D:I:A: “… teachers do not know how to make a lesson schedule or to go about
breaching that …” E:I:B: “We don’t have much experience so most of the time we consult …”
Ingesteldheid – B:F:1: “… but when I give them the forms they would just sit …” E:F:1: “Some of
them, when you’ve ask them to identify learners, they don’t really want to work in dealing with this … They just want to work with bright learners only.”
Betrokkenheid – C:F:1: “… some educators who are not willing to fill in the SIAS document so they
don’t identify the learners…” E:I:B: “… teachers at school aren’t really living up to the Whitepaper 6 … I don’t think they incorporate inclusive [sic] in classrooms …”
Die gebrek aan ʼn positiewe ingesteldheid sowel as betrokkenheid jeens leerondersteuning word soos volg deur Deelnemer D:F:3 verwoord: “… the other challenge is about us educators in the institution
sent a long, long, long paper and when we ask ourselves what do they do in class to assist the learners because all of us are supposed to assist leaners in our classes before we can ask for help.”
5.2.4.4 Gebrek aan infrastruktuur, hulpbronne en fasiliteite
Gemeet aan die insette van die deelnemers, verdien die tekort aan onder andere klaskamers, hulpmiddels en hulpbronne die nodige aandag om sodoende die funksionaliteit van ondersteuning en SGOS’e op skoolvlak te verbeter. Indirek sien deelnemers die tekort aan klaskamers ooreenkomstig die onderwyser-leerder-ratio. Deelnemer B:F:3 rapporteer: “... when you look at your
learner-teacher ratio it will sometimes take a long time to attend to all the learners’ needs.” Deelnemer
E:I:B handhaaf dieselfde argument en motiveer dit soos volg: “… it’s difficult to implement everything
in class if you’ve got a class of 45 and you have to assist …”
Meer eksplisiet word tekorte aan klaskamerfasiliteite deur die volgende deelnemers gerapporteer: A:I:A: “I think we’re short of classrooms … I think it will be better if they can create enough space” B:F:2: “And another challenge is that I don’t have electricity, accommodation also … I’m using the
computer lab and it’s not conducive really ...” A:V:1: “… shortage of resources in our school e.g. classrooms.” Onvoldoende toiletgeriewe by Skool B word ook gerapporteer – B:F:1: “… because even the toilets, they are not enough, we don’t have toilets …” Die behoefte aan hulpmiddels, hetsy
vir leerders of onderwysers, word uitgespreek – B:I:B: “It’s the one of the facility, the classroom and
also I think learner aids that would help the learners who are having problems.” D:I:A: “… resources for the teachers to make learning and teaching effective and he supplies those …” D:V:1: “Lack of resources to support the challenges encountered.” Fondse wat aan skole geallokeer word vir die
aankoop van hulpmiddels ter ondersteuning van leerders met leerhindernisse is, volgens Deelnemer D:V:1, onvoldoende – “The finance that is allocated to school is too little to cater for all resources
needed for learners with challenges, especially in a rural area like ours.” Soos Deelnemer E:F:1 meld,
is die grootte van beskikbare meubels vir leerders by die skool ook nie op standaard nie en skep dit ʼn hindernis tot leer vir sommige leerders – “You will find that in the Foundation Phase, the tables are
too high and chairs are too low; therefore the learners cannot write properly, even those [who] are handicapped, it becomes a great problem for them.”
Soos gerapporteer word deur Deelnemer E:F:2, bied afstand na beskikbare hulpbronne ʼn verdere uitdaging aan SGOS’e om leerders effektief te ondersteun – “We really struggle because the
5.2.4.5 Tyd en werkslading
Die deelnemers voer redes soos werkslading, oorvol klaskamers en tyd as faktore aan wat die daarstelling van leer- en leerderondersteuning in die wiele ry – “I don’t think they incorporate inclusive
[sic] in classrooms … due to a lot of factors like overcrowding and … time … because we do have a lot of children in school with barriers” (Deelnemer E:I:B). Tyd as faktor word ook gemeld deur
Deelnemer D:F:3 – “Another challenge that we have not enough time … we can’t keep learners until
three o’clock.” Die tydfaktor word ook as problematies ervaar deur Deelnemer D:F:2 – “You can’t reach each and every learner in one day … You have to move around the class and check whether each and every one is partaking. And time doesn’t allow it.”
Veral die deelnemers van Skool E maak melding van die werkslading van SGOS-lede en rapporteer soos volg: E:I:A: “ SBST members they are teaching, full-time educator,s so they don’t have ample
time to focus on that. They must make just a small attempt to focus on SBST, of which I believe it needs more time.” E:V:2: “… due to the work load and other things our SBST is not able to reach out to all the learners that need attention.” Deelnemer D:V:1 vermeld ook die werkslading van
onderwysers in die algemeen as ʼn uitdaging – “Educators have a lot of work to do in the classroom.”
5.2.4.6 Ander
Bykomende redes met ʼn lae gewigswaarde (wat nie op figuur 5.2 reflekteer nie) wat vermeld word as redes wat SGOS-funksionaliteit belemmer, sluit die volgende in:
’n Gebrek aan ondersteuning deur die skoolbestuurspan – A:V:1: “Lack of proper support from SMT in our school.” E:I:B: “… the school management team … They don’t sit down and say, ‘How can we help you help this child?’”
Onvoldoende ondersteuning van die DGOS – A:V:1: “No proper support from the department by giving members proper workshop.” E:V:1: “… educators need support from the department in terms of workshops on how to run the team activity.”
Spanwerk – D:I:A: “I think there are some members of the team that are not prepare to do their job.”
Onduidelikheid oor SGOS se rol en funksie – D:V:1: “The functions of a team (SBST) are not clear as they don’t understand their duties.”
Gebrekkige kennis oor die gebruik van hulpmiddels – D:F:3: “And how to use these devices.” Onbevredigende betrokkenheid van rolspelers – C:F:1: “… if the social workers can do more
5.2.5 Doelwit 5: Om aan deelnemers die geleentheid te gee om aspekte en prosesse wat