An exploratory case study of an online mindset programme with grade four learners who experience learning disabilities in KwaZulu-Natal

Abstract

The purpose of the current qualitative study sought to investigate how grade four learners with learning disabilities understand themselves as learners following Brainology instruction. The provision of various interventions to learners with LDs at the institution is founded on learner support that underpins the implementation of inclusive education in South Africa and globally. Based on the theories of intelligence framework, the sample group was purposively chosen and consisted of thirteen grade four learners who attend a special primary school in KwaZulu-Natal. Data sources included participant observation, focus group discussions and a reflective journal. Data analysis was thematic and was carried out concurrently with data collection. The study found that grade four learners with learning disabilities understood themselves as being intellectually, emotionally and practically equipped following Brainology instruction. Specifically, learners believed that intelligence can be developed, that they are in charge of their emotions and that they can apply practical strategies to strengthen their brain. The implications of these findings contributes to the understanding of how Grade four learners with learning disabilities see themselves as learners. Limitations of the Brainology programme within a South African context, such as limited resources and language options were noted. It was recommended that further research is needed to effectively address the role of mindset interventions and the teaching of non-cognitive factors in an inclusive primary school classroom context, particularly with learners who experience learning disabilities.