nilford hove - Academia.edu (original) (raw)

Papers by nilford hove

Research paper thumbnail of The Teacher as a Sacrifice at “Alter” of Inclusive Education in South Africa’s Public Schools: Challenges of Inclusive Education

Mediterranean journal of social sciences, Sep 1, 2014

Inclusive education is one of the policy driving forces behind a transformative and democratic so... more Inclusive education is one of the policy driving forces behind a transformative and democratic society of post-apartheid South Africa. This paper is a reflection on whether the policy is achieving its set goals by answering to the question: Are regular class teachers in South African public schools giving adequate attention to children with learning disabilities in their mainstream classes? As the cold face of the system, teachers always bear the brunt for the failure or success of any policy in education. Fore-grounded on a quantitative research paradigm, the paper adopted social learning theory as a lens through which both the theoretical and empirical parts of the study were conducted. The sample of the study consisted of one hundred and ten teachers all affected by the policy. Data analysis from the questionnaires indicated among other things that implementing the policy was not smooth sailing. With inadequate training on inclusivity, teachers were left by themselves and were grappling with a variety of challenges in implementing inclusivity in the mainstream classes. Recommendations are suggested to counteract the possible failure of this policy in South African public schools and elsewhere.

Research paper thumbnail of Inclusion of learners with learning disabilities in the Vaal Triangle mainstream classrooms

African Journal of Disability

Research paper thumbnail of Teachers’ perceptions of ability grouping in the face of policy on inclusion: A case of Johannesburg metropolitan mainstream primary schools

South African Journal of Childhood Education

Research paper thumbnail of The inclusiveness of mixed ability grouping in Johannesburg primary schools

South African Journal of Childhood Education, 2022

Research paper thumbnail of The Provision of Support Services to Mainstream Class Teachers by School Management Teams: A Case of Johannesburg Independent Schools

Support services from school management teams play a critical role in empowering teachers to effe... more Support services from school management teams play a critical role in empowering teachers to effectively teach students with learning disabilities in their mainstream classes. More so, constant engagement and support from school authorities help shape the direction and scope of inclusive education in the school. The study was aimed at establishing the extent to which School Management Teams (SMTs) of Johannesburg South District independent schools avail themselves to the mainstream class teachers for extra supports and services. The results of the study indicate that teachers in independent mainstream schools are left alone to carry the burden of teaching those with learning disabilities yet they lack in skills to differentiate the instruction in their mainstream classes. Furthermore, the results of the study also indicated that school principals are primarily interested in the improvement of their annual assessment outcomes which guarantee them funding from Government at the expens...

Research paper thumbnail of The Provision of Support Services to Mainstream Class Teachers by School Management Teams: A Case of Johannesburg Independent Schools

Support services from school management teams play a critical role in empowering teachers to effe... more Support services from school management teams play a critical role in empowering teachers to effectively teach students with learning disabilities in their mainstream classes. More so, constant engagement and support from school authorities help shape the direction and scope of inclusive education in the school. The study was aimed at establishing the extent to which School Management Teams (SMTs) of Johannesburg South District independent schools avail themselves to the mainstream class teachers for extra supports and services. The results of the study indicate that teachers in independent mainstream schools are left alone to carry the burden of teaching those with learning disabilities yet they lack in skills to differentiate the instruction in their mainstream classes. Furthermore, the results of the study also indicated that school principals are primarily interested in the improvement of their annual assessment outcomes which guarantee them funding from Government at the expens...

Research paper thumbnail of Teaching Children with Learning Disabilities in the Mainstream Classes: The Challenges

Mediterranean Journal of Social Sciences

The research was aimed at establishing the challenges that are being faced by mainstream class te... more The research was aimed at establishing the challenges that are being faced by mainstream class teachers in the teaching of children with learning disabilities in the Johannesburg South District schools. One hundred and seven educators were selected to respond to the questionnaire which was in the form of a Likert scale. The results indicated that indeed there are challenges that are being faced by the mainstream class teachers. These challenges among others include the lack of skills bases on the part of the teachers, class sizes, shortage of relevant instructional materials, and lack of support services as well as the unavailability of enough time for extra tuition. The study was carried out through the quantitative research design. Data were presented through the use of graphs and tables for easy reading and interpretation.

Research paper thumbnail of The Effectiveness of Special Schools in the Teaching of Children with Learning Disabilities in South Africa

Mediterranean Journal of Social Sciences

This paper reports on the findings of a study that was aimed at gauging the effectiveness of Spec... more This paper reports on the findings of a study that was aimed at gauging the effectiveness of Special Schools in the teaching of children with learning disabilities in the South African context. This was necessitated by the rise in advocacy for the policy of inclusivity and the push thereto for its implementation in schools. The study was attempting to answer to the question: To what extent are special schools responsive to the needs of children with learning disabilities to unjustify the call for their abolishment? Results of the study indicated that special schools are more effective in terms of the students' outcomes. Moral and self-esteem is even higher in special schools for both students and teachers in those settings. The study was undertaken through the qualitative design. Six special education teachers were purposefully chosen to participate in the study. Data were presented through instructive vignettes and recommendations were given in the study.

Research paper thumbnail of The Provision of Support Services to Mainstream Class Teachers by School Management Teams: A Case of Johannesburg Independent Schools

Mediterranean Journal of Social Sciences, Jan 8, 2015

Support services from school management teams play a critical role in empowering teachers to effe... more Support services from school management teams play a critical role in empowering teachers to effectively teach students with learning disabilities in their mainstream classes. More so, constant engagement and support from school authorities help shape the direction and scope of inclusive education in the school. The study was aimed at establishing the extent to which School Management Teams (SMTs) of Johannesburg South District independent schools avail themselves to the mainstream class teachers for extra supports and services. The results of the study indicate that teachers in independent mainstream schools are left alone to carry the burden of teaching those with learning disabilities yet they lack in skills to differentiate the instruction in their mainstream classes. Furthermore, the results of the study also indicated that school principals are primarily interested in the improvement of their annual assessment outcomes which guarantee them funding from Government at the expense of the promotion of quality education for those with learning disabilities. The study was conducted through the qualitative research methodology. This was particularly so because the researcher wanted to use the phenomenological design which sought to uncover what the teachers are experiencing in relation to the support they are receiving from their school management teams. The sample of the participants included teachers who are currently teaching in Johannesburg independent schools. Critical theory was used in this study.

Research paper thumbnail of The Teacher as a Sacrifice at “Alter” of Inclusive Education in South Africa’s Public Schools: Challenges of Inclusive Education

Mediterranean Journal of Social Sciences, 2014

Africa. This paper is a reflection on whether the policy is achieving its set goals by answering ... more Africa. This paper is a reflection on whether the policy is achieving its set goals by answering to the question: Are regular class teachers in South African public schools giving adequate attention to children with learning disabilities in their mainstream classes? As the cold face of the system, teachers always bear the brunt for the failure or success of any policy in education. Fore-grounded on a quantitative research paradigm, the paper adopted social learning theory as a lens through which both the theoretical and empirical parts of the study were conducted. The sample of the study consisted of one hundred and ten teachers all affected by the policy. Data analysis from the questionnaires indicated among other things that implementing the policy was not smooth sailing. With inadequate training on inclusivity, teachers were left by themselves and were grappling with a variety of challenges in implementing inclusivity in the mainstream classes. Recommendations are suggested to counteract the possible failure of this policy in South African public schools and elsewhere.

Research paper thumbnail of The Teacher as a Sacrifice at “Alter” of Inclusive Education in South Africa’s Public Schools: Challenges of Inclusive Education

Mediterranean journal of social sciences, Sep 1, 2014

Inclusive education is one of the policy driving forces behind a transformative and democratic so... more Inclusive education is one of the policy driving forces behind a transformative and democratic society of post-apartheid South Africa. This paper is a reflection on whether the policy is achieving its set goals by answering to the question: Are regular class teachers in South African public schools giving adequate attention to children with learning disabilities in their mainstream classes? As the cold face of the system, teachers always bear the brunt for the failure or success of any policy in education. Fore-grounded on a quantitative research paradigm, the paper adopted social learning theory as a lens through which both the theoretical and empirical parts of the study were conducted. The sample of the study consisted of one hundred and ten teachers all affected by the policy. Data analysis from the questionnaires indicated among other things that implementing the policy was not smooth sailing. With inadequate training on inclusivity, teachers were left by themselves and were grappling with a variety of challenges in implementing inclusivity in the mainstream classes. Recommendations are suggested to counteract the possible failure of this policy in South African public schools and elsewhere.

Research paper thumbnail of Inclusion of learners with learning disabilities in the Vaal Triangle mainstream classrooms

African Journal of Disability

Research paper thumbnail of Teachers’ perceptions of ability grouping in the face of policy on inclusion: A case of Johannesburg metropolitan mainstream primary schools

South African Journal of Childhood Education

Research paper thumbnail of The inclusiveness of mixed ability grouping in Johannesburg primary schools

South African Journal of Childhood Education, 2022

Research paper thumbnail of The Provision of Support Services to Mainstream Class Teachers by School Management Teams: A Case of Johannesburg Independent Schools

Support services from school management teams play a critical role in empowering teachers to effe... more Support services from school management teams play a critical role in empowering teachers to effectively teach students with learning disabilities in their mainstream classes. More so, constant engagement and support from school authorities help shape the direction and scope of inclusive education in the school. The study was aimed at establishing the extent to which School Management Teams (SMTs) of Johannesburg South District independent schools avail themselves to the mainstream class teachers for extra supports and services. The results of the study indicate that teachers in independent mainstream schools are left alone to carry the burden of teaching those with learning disabilities yet they lack in skills to differentiate the instruction in their mainstream classes. Furthermore, the results of the study also indicated that school principals are primarily interested in the improvement of their annual assessment outcomes which guarantee them funding from Government at the expens...

Research paper thumbnail of The Provision of Support Services to Mainstream Class Teachers by School Management Teams: A Case of Johannesburg Independent Schools

Support services from school management teams play a critical role in empowering teachers to effe... more Support services from school management teams play a critical role in empowering teachers to effectively teach students with learning disabilities in their mainstream classes. More so, constant engagement and support from school authorities help shape the direction and scope of inclusive education in the school. The study was aimed at establishing the extent to which School Management Teams (SMTs) of Johannesburg South District independent schools avail themselves to the mainstream class teachers for extra supports and services. The results of the study indicate that teachers in independent mainstream schools are left alone to carry the burden of teaching those with learning disabilities yet they lack in skills to differentiate the instruction in their mainstream classes. Furthermore, the results of the study also indicated that school principals are primarily interested in the improvement of their annual assessment outcomes which guarantee them funding from Government at the expens...

Research paper thumbnail of Teaching Children with Learning Disabilities in the Mainstream Classes: The Challenges

Mediterranean Journal of Social Sciences

The research was aimed at establishing the challenges that are being faced by mainstream class te... more The research was aimed at establishing the challenges that are being faced by mainstream class teachers in the teaching of children with learning disabilities in the Johannesburg South District schools. One hundred and seven educators were selected to respond to the questionnaire which was in the form of a Likert scale. The results indicated that indeed there are challenges that are being faced by the mainstream class teachers. These challenges among others include the lack of skills bases on the part of the teachers, class sizes, shortage of relevant instructional materials, and lack of support services as well as the unavailability of enough time for extra tuition. The study was carried out through the quantitative research design. Data were presented through the use of graphs and tables for easy reading and interpretation.

Research paper thumbnail of The Effectiveness of Special Schools in the Teaching of Children with Learning Disabilities in South Africa

Mediterranean Journal of Social Sciences

This paper reports on the findings of a study that was aimed at gauging the effectiveness of Spec... more This paper reports on the findings of a study that was aimed at gauging the effectiveness of Special Schools in the teaching of children with learning disabilities in the South African context. This was necessitated by the rise in advocacy for the policy of inclusivity and the push thereto for its implementation in schools. The study was attempting to answer to the question: To what extent are special schools responsive to the needs of children with learning disabilities to unjustify the call for their abolishment? Results of the study indicated that special schools are more effective in terms of the students' outcomes. Moral and self-esteem is even higher in special schools for both students and teachers in those settings. The study was undertaken through the qualitative design. Six special education teachers were purposefully chosen to participate in the study. Data were presented through instructive vignettes and recommendations were given in the study.

Research paper thumbnail of The Provision of Support Services to Mainstream Class Teachers by School Management Teams: A Case of Johannesburg Independent Schools

Mediterranean Journal of Social Sciences, Jan 8, 2015

Support services from school management teams play a critical role in empowering teachers to effe... more Support services from school management teams play a critical role in empowering teachers to effectively teach students with learning disabilities in their mainstream classes. More so, constant engagement and support from school authorities help shape the direction and scope of inclusive education in the school. The study was aimed at establishing the extent to which School Management Teams (SMTs) of Johannesburg South District independent schools avail themselves to the mainstream class teachers for extra supports and services. The results of the study indicate that teachers in independent mainstream schools are left alone to carry the burden of teaching those with learning disabilities yet they lack in skills to differentiate the instruction in their mainstream classes. Furthermore, the results of the study also indicated that school principals are primarily interested in the improvement of their annual assessment outcomes which guarantee them funding from Government at the expense of the promotion of quality education for those with learning disabilities. The study was conducted through the qualitative research methodology. This was particularly so because the researcher wanted to use the phenomenological design which sought to uncover what the teachers are experiencing in relation to the support they are receiving from their school management teams. The sample of the participants included teachers who are currently teaching in Johannesburg independent schools. Critical theory was used in this study.

Research paper thumbnail of The Teacher as a Sacrifice at “Alter” of Inclusive Education in South Africa’s Public Schools: Challenges of Inclusive Education

Mediterranean Journal of Social Sciences, 2014

Africa. This paper is a reflection on whether the policy is achieving its set goals by answering ... more Africa. This paper is a reflection on whether the policy is achieving its set goals by answering to the question: Are regular class teachers in South African public schools giving adequate attention to children with learning disabilities in their mainstream classes? As the cold face of the system, teachers always bear the brunt for the failure or success of any policy in education. Fore-grounded on a quantitative research paradigm, the paper adopted social learning theory as a lens through which both the theoretical and empirical parts of the study were conducted. The sample of the study consisted of one hundred and ten teachers all affected by the policy. Data analysis from the questionnaires indicated among other things that implementing the policy was not smooth sailing. With inadequate training on inclusivity, teachers were left by themselves and were grappling with a variety of challenges in implementing inclusivity in the mainstream classes. Recommendations are suggested to counteract the possible failure of this policy in South African public schools and elsewhere.