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Challenges of foundation phase teachers to include Learners with learning difficulties in a mainstream school
Dissertation (MEd)--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613570646147072 |
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| access_status_str | Open Access |
| author2 | Thuketana, Nkhensani Susan |
| author_browse | Thuketana, Nkhensani Susan |
| author_facet | Thuketana, Nkhensani Susan |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/83308 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:15.015Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/83308 Challenges of foundation phase teachers to include Learners with learning difficulties in a mainstream school Thuketana, Nkhensani Susan Malatji, Makwalete memoryndlela@gmail.com Ndlela, Memory UCTD Mainstream school Foundation phase Teachers Education Challenges Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2021. A larger portion of learners with difficulties in South Africa were either not included in mainstream schools or could have been allowed into the schools unconsciously in the past. In a bid to provide a panacea to the obstacles faced by learners with learning difficulties this research aimed at examining challenges faced by mainstream school teachers in teaching learners with learning difficulties. The study used the social learning theory and Vygotsky’s socio-cultural theory to interpret the challenges faced by mainstream teachers in teaching learners with learning difficulties. A qualitative research technique was employed in the study guided by an interpretivist paradigm. Purposive sampling was used to select a total of eight participants. In this study, eight participants were selected from two primary schools which cover Foundation Phase in Johannesburg Central Education District. In each school, four participants that is three teachers and one Head of Department were selected. Telephonic semi-structured interviews were used for data collection. Data were analysed using thematic data analysis technique. The research findings showed that teachers in South Africa were regarded as less helpful when it comes to helping learners with learning difficulties. Some of the learners with learning challenges were removed from mainstream schools and this violates the key dictates of Inclusive Education (IE). The challenges faced by teachers were lack of parental involvement, lack of resources, poor background of learners, high teacher to learner ratio, social, behavioural and intellectual problems. Apart from that, lack of resources, poor support from the District Based Support Teams and School Based Support Systems (SBST) and absenteeism. In terms of policy recommendations, it is suggested that, community awareness programmes, teacher training programmes and resource mobilisation can be very helpful in solving teacher challenges. dzm2026 Early Childhood Education MEd Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities 2022-01-13T06:59:32Z 2022-01-13T06:59:32Z 2022-04 2021 Dissertation * A2022 http://hdl.handle.net/2263/83308 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Mainstream school Foundation phase Teachers Education Challenges Education theses SDG-04 Education theses SDG-10 Challenges of foundation phase teachers to include Learners with learning difficulties in a mainstream school |
| title | Challenges of foundation phase teachers to include Learners with learning difficulties in a mainstream school |
| title_full | Challenges of foundation phase teachers to include Learners with learning difficulties in a mainstream school |
| title_fullStr | Challenges of foundation phase teachers to include Learners with learning difficulties in a mainstream school |
| title_full_unstemmed | Challenges of foundation phase teachers to include Learners with learning difficulties in a mainstream school |
| title_short | Challenges of foundation phase teachers to include Learners with learning difficulties in a mainstream school |
| title_sort | challenges of foundation phase teachers to include learners with learning difficulties in a mainstream school |
| topic | UCTD Mainstream school Foundation phase Teachers Education Challenges Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/83308 |