Teaching and learning in the inclusive classroom: What foundation phase teachers do?

Abstract

The South African government introduced full service schools to provide quality education to all learners through flexibility to meet the full range of learning needs. Full service schools are institutions that strive to transform themselves, proactively addressing the barriers to learning and increasing participation of the learners and educators in the teaching and learning process. This can be achieved by enhancing the flexibility of teaching and learning methods used. This study, therefore, focused on the teaching and learning methods used in inclusive classrooms to accommodate diversity. This is a case study that was conducted at Mphuphuthe full service school at Ledig village, situated in the Bojanala region in the North West province. A qualitative approach and purposive sampling were used. Based on the data collected, we conclude that a conducive classroom environment, proper classroom organisation, resources, excellent teaching methods and the knowledge of others, in this case (the educators as well as the peers), are assets to learners who experience barriers to learning.