Promoting inclusive education : a case study of assessment in two rural schools

[摘要] ENGLISH ABSTRACT:An outcomes-based education (OBE) approach was introduced into South African schools in1998 in order to align education with the democratic values of the new government. Thetransition to OBE has not been an easy process for many stakeholders. Teachers, in particular,have had to review their own philosophies and practices of teaching and learning. Thisparadigm shift required by OBE was, however, underestimated in teacher training. The recentaddition of an inclusive education approach may arguably be seen as a natural, anticipatedextension of the transformation of South African education. This is stated because theprinciples and practices of inclusion are endorsed and actualised by OBE and the Constitutionof South Africa. Based on this inference, this research study explores how assessment, anintegral part of the teaching and learning process, can contribute towards the promotion ofinclusive education.The research was conducted at two rural mainstream primary schools near Stellenbosch in theWestern Cape. The research methodology was based on the principles and beliefs of thequalitative paradigm as this study explored the teachers' constructed realities and experiencesof assessment in OBE and inclusive education. A case study research method was employedin order to produce 'thick' descriptions and contextualised interpretations of theirconstructions. Following Creswell's (1994) dominant-less dominant design model, the data inthe study was produced via both qualitative and quantitative research methods. A selfadministeredquestionnaire consisting of closed-ended and open-ended questions was given toall of the teachers at both schools to enable an initial inquiry into the area of research interest.The responses to the closed-ended statements produced the quantitative data in the researchstudy and the responses to the open-ended questions formed part of the qualitative data.Following an analysis of the data produced, two volunteer teachers at each school were theninterviewed to gain further insight and clarification. The qualitative and quantitative dataproduced in each case study were first analysed separately (within case analysis) and thencompared and combined in a cross-case 'study analysis. This approach enabled a thoroughunderstanding of the research question and the production of quality research. The findings of the research indicate that, although the teachers in the case studies do not seea connection between assessment and inclusion, their assessment practices and principles docontribute towards the promotion of inclusive education. The research found that assessmentin OBE has encouraged these teachers to view their learners as individuals with differentabilities and needs. Consequently, some of the teachers have adjusted and modified theirassessment methods to accommodate these factors. It was also found that not all of theteachers seem to have made a paradigm shift required by OBE. This lack of internalisedunderstanding might contribute towards the confusion, insecurity and skepticism reported bysome teachers with regards to assessment and inclusive education. Due to the importance of aparadigm shift in OBE and inclusive education, it is strongly recommended that teachersreceive the necessary assistance and training that engenders this transition.

[发布机构] Stellenbosch University