Solution-Focused School Guidance In Inclusive Education Of South Africa

One of the ways inclusion could be used is by linking it back to the “solution-focused approach [which] is a future-focus goal-directed approach to guidance that highlights the importance of searching for solutions rather than focusing on the problems”. It is very important for teachers to know that instead of solving learner’s and family's problems for them, it can be more productive to assist them in mobilizing the skills, and resources they already possess. A solution orientated teacher views problem as temporary and believe that people can manage their lives. It is a methodology that gives a good and pragmatic framework for managing behaviors that all teachers must implement to promote inclusive education. When people discuss positive changes and what works, it is naturally accompanied by a positive attitude which will lead to better results and positive behavior.

Solution-focused school guidance has opened up many new doors into the inclusion of students. Consider the following scenario: You are a teacher at a school located in the city. Your class consists out of 35-40 students (each with their own problems). You find one of the students in your class to be particularly disruptive. You call in this child's parents to see if there can be anything done about his or her behavior. But, the parents tell you that no amount of pleading, screaming or punishing will improve the child's behavior. As the child's teacher, you could suggest that the parents take a different approach to encourage positive behavior in the student. The teacher can encourage positive behavior by implementing the following in her or his classroom:

Goal setting. Allowing the children to set small goals in the classroom, like paying attention for 15 minutes or not talking when the teacher is talking. It should be noted that there is a lot more to goal setting than meets the eye. The involvement of the "miracle" question is just as important to determining focus in children in the classroom.

Expectations. One will note that a learner is not disruptive all the time. There are certain situations in which a learner is not disruptive. The idea with expectation is for a teacher to create more situations in which they had found the learner is not disruptive. This will allow for exceptions to happen when it comes to behavior in the classroom. This, of course, means that the teacher should follow a strengths-based approach that will utilize the learner's strengths.

Scaling question. This will “help learners and parents decide how much change they can manage, or tolerate” for this scaling would be advised. It should be noted that it is unwise to try and work to the complete absence of a problem. This will only break a student confidence when the student does not achieve this ‘perfect level’. This scaling question is when learners and parents are asked to rate their scenarios on a scale from one to ten. They are then required to reflect on where they currently are and where they would like to be. These things lead back to inclusivity because all these strategies could be used to help include all children in the classroom. By including them we improve their behavior and attitudes towards learning.

Importance of solution-focused guidance

By fulfilling the unique needs of every individual in the classroom allows us to yield optimum results. Providing for and enriching every learner to their own potential – in order for this to happen the teacher needs to be adaptable, increase participation and reduce barriers to learning. If there is a f ocus on the strengths of the learner it is possible to utilize those strengths to benefit the learner. Teaching the learner to acknowledge and fully use their abilities and strengths to resolve their own problems. Teachers need to establish “cooperative, change-focused relationships. Clarify the problem and related details. Develop clear and meaningful goals to build on exceptions and other resources. And to change the doing or viewing of the problem and evaluate and empower progress”.