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

Area of Science:

• Education
• Special Education
• Pedagogy

Background:

• South Africa's 2001 inclusive education policy aims to accommodate all learners.
• The policy seeks to ensure acceptance of learners despite differences.

Purpose of the Study:

• To explore the inclusion of learners with learning disabilities in mainstream primary schools.
• Investigate teaching and learning practices for these students.

Main Methods:

• Qualitative approach with a descriptive phenomenological design.
• Data collected through in-depth interviews with six purposefully selected teachers.
• Thematic content analysis was used.

Main Results:

• Overcrowding, time constraints, and limited parental involvement impede inclusion.
• Teachers utilize multi-level teaching, concrete aids, differentiated instruction, and code-switching.
• These strategies aid in accommodating learners with learning disabilities.

Conclusions:

• Reducing class sizes to 30 and enhancing parent collaboration are crucial for inclusion.
• Small group arrangements (4-5 learners) can support teaching and learning.
• Multi-level teaching and differentiated instruction are effective when learners remain with peers.