Exploring Senior Phase teachers' competencies in supporting learners with specific learning difficulties:...

Area of Science:

• Education
• Special Education
• Teacher Training

Background:

• Effective learning support for learners with specific learning difficulties (SLD) hinges on teacher competence.
• Key competencies include identification, assessment, intervention design (e.g., curriculum differentiation), and referral facilitation.
• Senior Phase teachers in South Africa face challenges, impacting learners' achievement of educational outcomes.

Purpose of the Study:

• To explore the competencies of Senior Phase teachers in supporting learners with SLD within mainstream schools.
• Investigate the current state of learning support provision in four South African mainstream schools.

Main Methods:

• A qualitative research approach employing a phenomenological design.
• Purposive sampling of 18 teachers from school-based support teams and learning support roles.
• Data collection via individual/focus group interviews, support form analysis, and field notes, analyzed thematically.

Main Results:

• Identified discrepancies in teachers' abilities to recognize language difficulties, short-term memory issues, and contextual barriers.
• Varied levels of collaboration observed with peers, social workers, and district teams.
• Some teachers demonstrated proficiency in designing interventions and managing referral processes.

Conclusions:

• Teacher competencies in providing learning support for SLD are diverse.
• A clear, practical learning support strategy for Senior Phase mainstream schools is essential.
• Continuous professional development, coupled with monitoring, is crucial for enhancing teacher capacity.