dc.contributor.advisor |
Malahlela, Moyagabo Kate
|
|
dc.contributor.author |
Madiba, Sewela Ruth
|
|
dc.date.accessioned |
2024-02-09T08:02:00Z |
|
dc.date.available |
2024-02-09T08:02:00Z |
|
dc.date.issued |
2023-05-10 |
|
dc.identifier.uri |
https://hdl.handle.net/10500/30800 |
|
dc.description.abstract |
Teachers’ skills and knowledge in supporting learners with learning impairments in Inclusive mainstream schools remain a perquisite without which learners with learning impairments can be placed at risk of being marginalised. This study aimed to investigate whether teachers in mainstream secondary schools in rural areas were ready to support learners with learning impairments. The study used a qualitative research methodology, which focuses on comprehending the core beliefs, attitudes and motives that underlie how people construct their worlds and interpret their experiences. It is based on the methodological foundations and epistemic philosophy of the interpretivist paradigm. In-depth, face-to-face interviews, classroom observations and document analysis were used to gather data with the intention of gaining a thorough knowledge of teachers’ readiness in supporting learners who have learning impairments. A purposive sampling strategy was used to select ten (10) mainstream secondary school teachers who were teaching learners with learning impairments in Grade 7 to Grade 12. The study's findings showed that even though teachers had attended workshops on Inclusive Education, and had learned about it during their on-the-job training, most teachers in mainstream secondary schools still struggle to support learners with learning impairments. The study recommends that all in-service and pre-service teachers should study and practice a combination of special needs and Inclusive Education teaching strategies, be equipped to meet the learning and participation needs of learners with different types of learning impairments, and that all in-service teachers must participate in ongoing and rigorous workshops on Inclusive Education. The study further recommends that all stakeholders in the education fraternity should provide adequate support to teachers for enhancement of support for learners with learning impairments, specifically in mainstream secondary schools of rural areas. |
en |
dc.format.extent |
1 online resource (x, 81 leaves) |
en |
dc.language.iso |
en |
en |
dc.subject |
Teachers |
en |
dc.subject |
Readiness |
en |
dc.subject |
Secondary schools |
en |
dc.subject |
Learning impairments |
en |
dc.subject |
Mainstream schools |
en |
dc.subject |
Inclusive education |
en |
dc.subject |
Support |
en |
dc.subject |
Rural areas |
en |
dc.subject |
Learners |
en |
dc.subject |
Teaching strategies |
en |
dc.subject |
Student Support and Co-Curricular activities |
en |
dc.subject |
SDG 3 Good Health and Well-being |
en |
dc.subject |
SDG 4 Quality Education |
en |
dc.subject.ddc |
371.90460968253 |
|
dc.subject.lcsh |
Learning disabled teenagers -- Education (Secondary) -- South Africa -- Mogalakwena |
en |
dc.subject.lcsh |
Mainstreaming in education -- South Africa -- Mogalakwena |
en |
dc.subject.lcsh |
Education, Rural -- South Africa -- Mogalakwena |
en |
dc.subject.lcsh |
Inclusive education -- South Africa -- Mogalakwena |
en |
dc.subject.other |
UCTD |
en |
dc.title |
Teachers’ readiness in supporting learners with learning impairments in mainstream secondary schools in rural areas |
en |
dc.type |
Dissertation |
en |
dc.description.department |
Inclusive Education |
en |
dc.description.degree |
M. Ed. (Inclusive Education) |
|