Challenges within mainstream environment

Michael’s Grade 1 and 2 teachers, as well as the SENCO who were present in the focus group interview reported that they have taught at mainstream schools in the past and noted some

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factors that they had to their advantage when implementing the transdisciplinary approach at this particular remedial school, which may not be present in a mainstream environment. This included smaller class-sizes and therapists working at the school.

They noted various challenges that are confirmed by literature which could prevent the successful implementation of the transdisciplinary approach in a mainstream environment. Grech and Soldatic (2016) also list such challenges as: lack of funds for support staff and required services; large class sizes; teacher stress and a general shortage of collaborative and trusting relationships between parents/caregivers, teachers and professionals. Data included unnoticed learning challenges to add to this list.

a) Lack of finances

The government still prioritises public spending towards special education (11%) as opposed to Inclusive Education (9%), in spite of their political will to develop Inclusive Education (Forlin & Cor Meijer, 2016). Michael’s Grade 1 teacher stated that many mainstream schools do not have the financial means to implement a transdisciplinary approach “First of all, they don’t have the financial resources” (FGI: CT1, P52, L1).

Schools that could afford it is your more privileged schools where they have smaller classes with assistant teachers and where parents pay a lot of extra school fees to have all those extra services. We came from government schools who don’t have this. It comes from the teachers, they call them the School-Based-Support-Team. Some of them can afford a psychologist, at most that is all that they have there. (FGI: CT1, P54, L1-6)

b) Large class sizes and overwhelmed teachers

Teachers find it challenging to get through curricula when class sizes are too big, especially when they need to accommodate learners with SpLD. In order to meet curriculum deadlines before the examination period, they tend to leave learners behind who are in dire need of their assistance (even though it is not their intention) and focus more on those with the ability to grasp concepts more readily (Makoelle, 2016).

The after-care teacher/SENCO and the Grade 2 class teacher suggested that big class sizes leave teachers feeling overwhelmed and unable to provide learners with individual support.

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You know, on our side we’ve got smaller numbers and we can focus on that. But when you are dealing with 40 in a class, or higher up in the ceiling, if you’ve got five classes of 40, and you see each class once a day or every second day, they are totally overwhelmed. It is not that the teachers don’t want to, it is physically impossible. The system doesn’t allow it. (FGI: SENCO, P56, L1-7, 10-11)

At a government school we’d have a parents’ evening and all the parents would come and look at the books to speak to us for five minutes. We are all told, don’t speak too long to the parents, there isn’t enough time. So, you would have like 30, 40 parents looking at books. Here we schedule like a half an hour session with each parent. So, it is much more in-depth. (FGI: CT2, P57, L1-6)

c) Uninvolved parents

Parents may respond with denial when they first find out about their child’s presenting with learning challenges. Others may feel that they made it through school in spite of their learning challenges without the necessary support and believe that their child can do the same. They may become demanding towards the school or completely withdraw as an attempt to avoid their child’s possible prognosis. It is however suggested that teachers must not assume that the absence of parents during meetings implies that they are not interested in their child’s education. This may be ascribed to working hours, lack of child-care or language barriers (Winebrenner, 2017).

Michael’s Grade 1 teacher’s experience at a mainstream school suggested that parents of learners who need support the most, remained uninvolved until it is too late:

And like you said, here we have involved parents. I struggled at the mainstream school where I came from. Like the Michael’s that had difficulties and needed support and intervention, their parents didn’t bother to come to meetings. They didn’t bother to be supportive or helpful. Only at the end of the year when the child would finally be kept behind, then they would come and they wouldn’t want him to stay behind. (FGI: CT1, P60, L8- 13)

Winebrenner (2017) suggests that parents’ absence at school meetings may be ascribed to their working hours. Michael’s teacher stated that in spite of his mother’s working hours, she still finds the means to support him at home and to communicate with her after hours. “And that is my thing because many parents work late in the evenings, so does Michael’s mother. When

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Michael’s mother comes home at seven/eight in the evening, she calls him and goes through the homework” (FGI: MM, P13, L3-8- P14, L1-2). “If she got stuck on a worksheet, she would send a WhatsApp message and say no I am not sure, or listen, I picked up that he struggles with that and how can I help him” (FGI: CT1, P11, L7-11).

d) Unnoticed learning challenges

When the learning challenges of learners presenting with SpLD are not identified by their class teacher, they may repeatedly be put through to the next Grade until they reach Grade 12, when it is too late to intervene. It is therefore vital for learning challenges to be reported during the early Foundation Phase to allow for early intervention (Makoelle, 2016).

Michael’s Grade 1 class teacher found that the lack of one-on-one time with learners in bigger mainstream schools leaves one unaware of their individual challenges. “What was a scary thought when I started teaching at this school is children like Michael. Because he behaves well and works neatly, and he is a well-behaved boy, I wouldn’t think that there are problems with him. There was never time to actually teach a child to read, never that one-on-one time. So, children like Michael, fall through the cracks” (FGI: CT1, P60, L2-7).

4.5 CONCLUSION

Data revealed that transdisciplinary team members’ views on the manner in which they implemented the transdisciplinary approach shed light on various enablers that supported them as a team and benefited Michael. It was evident that team members supported one another through constant, open and maximised communication. Knowledge and skills were consolidated for Michael and shared collaboratively between team members. The involvement of all team members was welcomed and they trusted one another in implementing suggested interventions. Team members were lastly fully committed to support Michael and willing to go the extra mile.

According to data, Michael was enabled by the strong relationships that the transdisciplinary approach offered him. He was provided with a structured environment, yet team members were still flexible in their approach and allowed him to experience a sense of control. Team members noticed that Michael responded well to positive reinforcement and motivated him to try his best.

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It was evident in the data that Michael benefited from the above-mentioned enablers through the confidence and independence which he displayed. He started to interact more socially with his peers and his verbal expression improved. He lastly achieved positive outcomes in his written expression and his ability to process auditory information.

In addition to the above-mentioned views on enablers provided by the implementation of the transdisciplinary approach, data revealed some challenges experienced at this particular remedial school. Data also brought some obstacles to light which may hinder the successful implementation of a transdisciplinary approach in a mainstream environment.

The following chapter provides feedback on the study’s findings and conclusions. Recommendations for further research are made. The study’s strengths and limitations as well as its contributions are finally discussed.

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CHAPTER FIVE

FINDINGS, RECOMMENDATIONS, LIMITATIONS, AND

CONCLUSIONS

5.1 INTRODUCTION

This chapter begins with a discussion of the study’s findings and conclusions and then provides recommendations such as practical guidelines for implementing a transdisciplinary approach, and suggestions for future research. These are followed by critical reflections on the study’s strengths and limitations. The Chapter also discuss possible researcher bias and how it was addressed. Finally, the Chapter comments on my personal development as a novice researcher and professional development as a future Educational Psychologist.