Teaching and learning methods in inclusive classrooms in the foundation phase

Abstract

The South African government introduced Full-service schools to provide quality education to all learners through flexibility to meet the full range of learning needs. Full-service schools are institutions that strive to transform themselves, proactively addressing the barriers to learning and increasing participation of the learners and educators in the teaching and learning process. This can be achieved by enhancing the flexibility of teaching and learning methods used. This study therefore focused on the teaching and learning methods used in inclusive classrooms to accommodate diversity. This was a case study that was conducted at Mphuphuthe Full-service school at Ledig, situated in the Bojanala Region in the North West Province. A qualitative approach and purposive sampling was used. The triangulation of data collection methods using three data collection instruments, namely focus group interview, observation and document analysis was used. The results showed that teaching and learning is flexible, making use of differentiated methods such as multilevel teaching; songs and rhymes; storytelling using pictures, puppets and big books. Dramatisation was used in instances where learners acted out the stories they were told. Cooperative learning was used for problem solving activities and projects so that learners could work together. Differentiation in terms of lesson planning, activities and assessment standards was used to accommodate all the learners. Based on the findings, recommendations were made for effective teaching and learning in inclusive classrooms in the Foundation Phase.