The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools
The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools
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DOI：
10.4102/sajce.v5i1.348
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发表时间：
2015-09
影响因子：
0.9
通讯作者：
A. Wium;B. Louw
中科院分区：
文献类型：
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作者：
A. Wium;B. Louw
这一批判性的审查涉及课程和评估计划声明(CAPS)对学校教师和语言治疗师(SLT)之间的合作的影响。从历史的角度分析了二语习得教师的角色和责任的变化，反映了从支持儿童到支持教师的转变。基于SLT和听觉学家在学校中的作用，提出了一种支持教师的创新方法。课程内容和方法支持那些在主流课堂上遇到学习挑战和障碍的学习者。课程的实施需要教师和可持续发展教师之间的密切合作，以确保所有学习者都能获得最佳结果。通过确定这一过程的好处和障碍以及协作的关键领域来审查这种协作。全纳教育是白皮书6规定的任务，在课程背景下，从学习者的角度介绍了可持续发展教育对教师的协作支持。描述了一个通过干预反应(RTI)方法的教师支持的例子。
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.