Theme 2: Collaboration as a Central Practice for Inclusive Education

All participants noted the importance of collaboration in the successful functioning of a full- service school. The participants agreed on and emphasised the importance of a supportive and collaborative culture as recommended in the theoretical analysis of Inclusive Education (Makhalemele & Nel, 2014).

P3: The expectation is that the teacher needs to be running an inclusive classroom, operating in a way that every child’s voice is heard, every child is being given an opportunity to learn, that’s the philosophy but that can only carried out effectively as a collective, you cannot leave a teacher to do that by themselves. (P3I)

P4: Teachers here are never on their own, there is always support. We are always getting feedback, there are always people popping in and out of your class whether it be the OT, someone to read a story, or a puppy. Here we experience real collaboration. This journey is one that we are committed to but we need to support each other. (P4I)

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4.2.2.1 Collaboration Among Staff

At this full-service school, there is an ethos of collaboration amongst staff and a willingness to help each other to cope with the demands of inclusion. Examples were given of staff members who were going through personal challenges and other teachers stepping in to temporarily relieve the staff member of extra responsibilities. Other examples were given of how staff members share their ideas and skills with each other to enable all staff to cope with the demands of catering for diverse learner needs.

P2: We all collaborate, like, “You can do that”, you know, which makes you feel part of a society and a bigger thing, it’s not just you on an isolated little island (P2I).

Participants confirmed the theory as proposed by Florian & Graham (2014) that what works is that the more experienced teachers, and in this school specifically the learner support coordinator, are available to mentor teachers who do not have experience in working with learners that require specialised support (Florian & Graham, 2014).

P2: We would obviously tell the teacher that this child has got whatever and we would help them through it and whatever challenge arises we will help them through it. (P2I)

The collaborative environment contributes to positive attitudes and staff who enjoy their work.

P2: You know what’s lovely about this place is that, yes most people know everything about you. If something goes wrong they’re all there to support you. (P2I)

There was repeated reference by participants to the “open door policy” which the school adheres to. From the principal, to the teachers, to the ground staff, to the learners and parents, all are acknowledged as having a valuable contribution to the inclusive environment and as being part of the collaborative team.

4.2.2.2 Collaboration with Parents and Community

Three of the participants referred to the importance of including family, specifically parents and guardians, and the importance of collaboration in supporting learners to overcome barriers to learning. An inclusive education practice requires support of the community in order to challenge societal prejudices and exclusive behaviour (DoBE, 2014). The school prioritises the inclusion of parents in changing attitudes and in shaping and contributing to

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learner support. Parents are included in the development of Learner Support Programmes and in monitoring the progress of learners. (Refer to 2.7 Learner Support in Full-Service

Schools).

P2: We believe everyone needs to be involved, it’s not an island of isolation, so everybody must be involved because there’s no point in us helping a child five days a week and he gets home and nothing happens. (P2I)

P3: That’s my role (as the learner support teacher), that I would meet with parents, I would meet with the team and we would try and figure out [what] is the best approach going forward and in the case where parents can’t afford it what is it that we can do to make accommodation. (P3I)

Parents are included in discussions aimed at shifting and shaping prejudices and exclusive attitudes and actions. As an example, while the research was being undertaken one of the parents was invited to address fellow parents around the challenges which her transgender child was experiencing in the process of transitioning. This culture of inclusion helps to create a climate of respect and acceptance and to restore dignity to learners who do not adhere to what is acceptable as societal “norms”.

P4: We also take a collaborative approach with families and the community too. We set challenges for our families over weekends, something that they can learn from, spend time together doing, and that the school can benefit from, for example car tyre veggie gardens. This includes family involvement, recycling, and gardening, growing what you can eat as a family and growing for the school’s veggie garden too. (P4I)

Through being proactively inclusive and advertising this in all school media and reports, the school has attracted families and staff who share the inclusive ethos. In addition to the ongoing interaction with parents and the open door policy of the school, annual School-in- Action days are organised during which parents and learners all take part in school activities. An annual grandparents’ day honours the role of the extended family. School community meetings are used to discuss the budget, promote lines of communication and share the inclusive teaching and discipline styles used in the school. To promote reading, a Readers are Leaders Day is organised during which local leaders read to the learners.

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P4: we have a great response from our families and the community as well. Our school is known for its inclusive culture, so people who come here know what they are up for (P4I).

The practice of collaboration extends to the Western Cape Education Department and other support services.

4.2.2.3 Collaboration with the WCED and other Specialist Support Services

Being based in Cape Town, the school benefits from some, if limited,WCED support services as well ascollaboration with specialists (Refer to4.2.1.4 Learner support systems). While one participant felt that the support of the WCED was inadequate, the department does fund a specialised learning support teacher.

P3: The team of learning support staff which comprises of a department-appointed, well the school appointed her but it’s funded by the WCED, she’s here to do learning support but she also steps in to do other aspects that the school might need. Her primary role is to provide academic support, working with different groups of children across the board. (P3I)

In addition, the school benefits from collaboration with various therapists and outside practitioners. As noted, these are funded by parents of the individual learners who have need of such support.

P3: Then externally we’ve got an occupational therapy practice that is, it’s outside practitioners, and then we’ve got a speech and language practitioner as well and she comes in on certain days. We’ve got some people offering remedial work and then we’ve got a social worker that comes in as well. (P3I)

While collaboration is central to inclusion,without leadership which promotes an inclusive culture and leads by example, developing an inclusive school would be a major challenge.

4.2.3 Theme 3: The Importance of Dynamic and Committed Leadership and an