Intermediate phase teachers’ views and experiences in teaching learners with learning disabilities in reading at one mainstream school in Gauteng

Abstract

Supporting learners with learning disabilities in reading in a mainstream school was the focus for this research study. This study explored the views and experiences of intermediate phase teachers at one private mainstream school with regard to the teaching of learners with learning disabilities in reading. Although this research study focused on learning disabilities in reading, this study was guided by the inclusive education philosophy as well as the socio-cultural theory of Vygotsky, as the theoretical framework. The study’s research methodology was guided by an interpretivist paradigm using a qualitative approach. The research design that guided the research processes of the study was the case study. Data was collected using a purposive sample of Intermediate Phase teachers and their Phase Head at one private mainstream school. The sample consisted of 9 participants. The data was collected in the form of a semi-structured individual interview and focus group interviews as well as document analysis. Thematic analysis was used to identify themes in the collected data. The study’s findings focused on: (i) understanding what the term learning disabilities in reading meant, (ii) how the planning and delivery of lessons included learners with a disability in reading, (iii) policy assertions as well as the views and experiences of teachers about teaching learners with learning disabilities in reading, (iv) how support for teachers could be enhanced in teaching learners with a disability in reading. The study’s main findings indicate that participants had inadequate pedagogical knowledge to effectively teach learners with LDR, the planning of lessons did not include provisions for learners with barriers to learning, curriculum delivery and assessment practices needed to be improved in line with inclusive education principles and the identified gaps in policy versus practice needed to be addressed.