Journal Article

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

Hove, Nilford, Phasha, Nareadi T.

2023

Overview

BackgroundSouth Africa adopted a policy on inclusive education in 2001 to ensure that all learners are accommodated and accepted in the classrooms despite their differences.ObjectivesThis study was aimed at exploring the inclusion of learners with learning disabilities in mainstream primary schools for teaching and learning.MethodThis study followed a qualitative approach embedded in a descriptive phenomenological design. Data were generated through in-depth interviews with individual participants and were analysed thematically for content. Six teachers from six different mainstream primary school classrooms were purposefully selected for the study.ResultsFindings revealed that overcrowding, time constraints and lack of parental involvement impede the inclusion of learners with learning disabilities in mainstream classrooms. However, teachers use: (1) multi-level teaching, (2) concrete teaching and/or learning aids, (3) differentiated instruction and (4) code-switching in accommodating learners with learning disabilities.ConclusionThis study argues that for learners with learning disabilities to be more included in mainstream classrooms, the learner population should be reduced to a maximum of 30 learners per class, and collaboration with parents should be enhanced. Also, the arrangement of learners for teaching and learning could be limited to small groups consisting of four to five learners. Multi-level teaching and differentiated instruction should be applied in settings that do not require learners to be separated from their peers without learning disabilities.ContributionThis study will help improve teachers’ inclusive classroom pedagogical practices for all learners including those with learning disabilities.

• Publisher: AOSIS,AOSIS (Pty) Ltd
• Subject: Academic achievement / Classrooms / Code switching / Cultural Studies / Curricula / differentiated instruction / Disability / Disability studies / Education policy / Educational materials / Elementary education / Elementary schools / Health Care Sciences & Services / Inclusive education / learners with learning disabilities / Learning / Learning disabilities / mainstream classrooms / multi-level teaching / Original Research / Overcrowding / Parent participation / parental involvement / People with disabilities / Qualitative research / Schools / Small groups / Social Issues / Teachers / Teaching / Teaching methods