Improvement of an educational psychological model for effective learner support in inclusive education in South Africa

Abstract

Internationally much emphasis is placed on learner support for learners with special educational needs (LSEN). In the South African education dispensation before 1994, Educational Psychology performed a major role in the support services of LSEN. However, since the change in education policy in 1994, there occurred a devaluation of support services for LSEN, as the role of Educational Psychologists in the auxiliary services shifted to other tasks like e.g. educator training. Subsequently LSEN have since been receiving less attention in school and in the remaining auxiliary centres, and consequently performing poorer, to the extent that these learners are at present creating a service delivery dilemma in inclusive classrooms, due to these learners not coping in inclusive education.