Tracing a new educational psychological model for learner support in South Africa

Petrusa du Toit
 

Abstract
 
The South African education dispensation acknowledges the fact that a well-established education support service is imperative for the inclusive education policy in South Africa to succeed. Research was undertaken to trace a new Educational Psychological model for learner support in the relatively new inclusive education in South Africa. The results show that what will be needed to effectively support learners with special educational needs (LSEN), is professional autonomy, professional qualifications, a professional approach towards learner assessment and support, and an expansion of their role to encompass a preventive, collaborative and consultative systemic approach towards the provision of support services to LSEN.

Keywords
  educational psychology - special educational needs - inclusive education - support services - consultative systemic approach

Full text
  Full text in PDF

Reference
  du Toit, P. (2005). Tracing a new educational psychological model for learner support in South Africa. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 3(1).
Retrieved month day, year, from http://www.ice.deusto.es/rinace/reice/vol3n1_e/Toit.pdf.

 

|Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación - REICE|
|Presentación| . |Consejo Editorial| . |Enviar una aportación|
|Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar - RINACE|

© RINACE (2005)        e-mail: RINACE@uam.es