Support services for learners with learning disabilities in mainstream classrooms using capability theory
South African Journal of Childhood Education
| Field | Value | |
| Title | Support services for learners with learning disabilities in mainstream classrooms using capability theory | |
| Creator | Hove, Nilford Phasha, Nareadi T. | |
| Description | Background: South African schools accommodate a wide range of learners with various learning abilities in accordance with the policy of inclusion. However, little is known about how learners with learning disabilities are supported in the classrooms.Aim: The study sought to explore how learners with learning disabilities are supported in mainstream classrooms in the wake of the policy on inclusivity.Setting: This qualitative study embedded in descriptive phenomenology was carried out in eight selected mainstream primary schools in the Vaal Triangle of South Africa.Method: Data were collected through in-depth interviews with each participant and were thematically analysed using the Capability theory by Sen, 1998. The theory basically states that individuals can reach their maximum capabilities if they receive adequate support.Results: Findings revealed that learners with learning disabilities receive additional support from their teachers through one-on-one tuition, their peers, learner support educators, school based support teams and psychologists. However, two major drawbacks have emerged in the provision of additional support to learners with learning disabilities: insufficient teacher training for inclusion and a lack of commitment from parents to have their children undergo further assessments by educational psychologists.Conclusion: The study recommends that psychologists, school based support teams, parents and social workers must all be involved in the provision of support to learners with learning disabilities. The study further recommends that teachers’ training institutions must reinforce their training programmes to include strategies for teaching learners with learning disabilities in mainstream classes.Contributions: This study is important for mainstream class teachers as they can effectively strategise on supporting learners with learning disabilities in their classrooms. Strategies that can be used include supporting learners with learning disabilities with individual educational programmes, buddy systems, as well as provision of relevant teaching or learning aids. Furthermore, the study lays the foundation for further research on effective mainstream classroom teaching pedagogies. | |
| Publisher | AOSIS | |
| Date | 2024-09-06 | |
| Identifier | 10.4102/sajce.v14i1.1418 | |
| Source | South African Journal of Childhood Education; Vol 14, No 1 (2024); 10 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/1418/3105
https://sajce.co.za/index.php/sajce/article/view/1418/3106
https://sajce.co.za/index.php/sajce/article/view/1418/3107
https://sajce.co.za/index.php/sajce/article/view/1418/3108
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