The South African National School Curriculum: Implications for Collaboration between Teachers and Speech-Language Therapists Working in Schools

Autor/inn/en	Wium, Anna-Marie; Louw, Brenda
Titel	The South African National School Curriculum: Implications for Collaboration between Teachers and Speech-Language Therapists Working in Schools
Quelle	In: South African Journal of Childhood Education, 5 (2015) 1, S.19-41 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; National Curriculum; Allied Health Personnel; Speech Language Pathology; Audiology; Educational Cooperation; Teachers; Inclusion; Staff Role; Barriers; Response to Intervention; Interprofessional Relationship; South Africa + Suchen Sie Ihr Suchwort? Ausland; Audiologie; Education; cooperation; Kooperation; Lehrer; Lehrerin; Lehrende; Inklusion; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs is presented from the learners' perspective within the context of the curriculum. An example of teacher support through the response to intervention (RTI) approach is described. (As Provided).
Anmerkungen	AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01