Learning facilitators' perspectives of supporting learners with disabilities in mainstream classrooms

[摘要] ENGLISH ABSTRACT: Learning facilitation is a growing phenomenon in mainstream schools in South Africa, as learning facilitators are increasingly being employed by parents as a conduit in providing individual support for learners with disabilities. An in-depth examination of available knowledge and theory about the phenomenon of learning facilitation revealed that associated research is lacking in the South African education context. Consequently, learning facilitators' roles lack definition, status and regulation in both policy documents and the practical setting of mainstream education. This study aimed to gain insight from the perspectives of learning facilitators to form a clearer description of what learning facilitation entails. As support structures are still evolving in inclusive education contexts, it is considered important to acknowledge, explore and identify the role learning facilitators play in the implementation of integrated education for learners with disabilities.In order to optimally support the effective development of the learner, consideration must be shown to the individual needs of the learner and the processes within the environment that foster or hinder learning potential. Bronfenbrenner's bioecological theory of human development linked this understanding of the influences on learning and development. The learning support provided by a learning facilitator in the mainstream classroom is prefaced as an aspect of the learner's environment that 'fosters' in contrast with those that 'interfere' with the development of proximal processes.This study adopts a basic interpretive design. Qualitative data collection and data analysis research strategies were employed to derive in-depth insights. Verbal accounts and descriptions from learning facilitators were gleaned, both through individual semi-structured interviews and a focus group interview.Research into the daily experiences of learning facilitators revealed that they fulfil important and varied support roles. These roles incorporate academic needs as well as providing care and support for the learner with disabilities. Findings showed that the relational aspect of the learning facilitator's role is crucial in the collaborative effort of various role players (professionals, therapists, teachers, parents, etc.) to help learners with disabilities achieve engagement and integration into mainstream education as far as possible. It relieves the negative focus on the learner being perceived as 'different and eases the pressure on them to overcome challenges on their own. Thus, recognition and definition of their role – what they are and what they are not, their interaction with teachers and other role players, their responsibilities, training and required skills - in regulations and policy statements will add much significance and clarity to a fairly new resource (in the South African context) of supporting learners with disabilities along with their parents and teachers and the learning facilitators themselves.

[发布机构] Stellenbosch University