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Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa

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  • Dikeledi Mahlo

Abstract

This qualitative study draws from Bronfenbrenner’s ecological theory, which emphasizes interaction between the systems of education. The study argues that if teachers are able to cater for diversity in their classes, the vision of inclusive education will be realized. Inclusive education requires all learners with the diverse needs to be able to access education and succeed in their schooling careers. Ten teachers who are teaching in the Foundation Phase were purposively selected to form part of the study; data were collected through interviews, observations, and document analysis. Teachers indicated that large classes, lack of parental support, training for teachers, and social problems of the learners were making the teaching of learners with diverse needs challenging. This article focussed on the factors that are considered by teachers in the study as barriers to catering of learners with diverse needs, concluding that if teachers are provided with support, more learners will be able to sail through the system of education.

Suggested Citation

  • Dikeledi Mahlo, 2017. "Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa," SAGE Open, , vol. 7(1), pages 21582440176, March.
    • Handle: RePEc:sae:sagope:v:7:y:2017:i:1:p:2158244017697162
    DOI: 10.1177/2158244017697162
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    Cited by:

    1. Seliane Masana & Rantsie Kgothule, 2022. "Teaching learners with learning disabilities in inclusive classrooms: Challenges and possible solutions," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 11(8), pages 367-375, November.

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