| Store Copy of Inclusion of learners with learning disabilities in the Vaal Triangle mainstream classrooms |
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ABSTRACT Background: In 2001, a policy of inclusive education was adopted in South Africa, to meet the needs of all learners. Objectives: The inclusion of learners with learning disabilities in mainstream schools was explored. Method: A descriptive phenomenological design was employed. Participants were 6 teachers from different mainstream schools. Data was collected via interviews and was analyzed to give qualitative information. Results: Teachers employed different methods to assist learners; including: multi-level teaching, concrete teaching, code switching and differentiated instruction. These methods were employed to help learners with learning disabilities. The learning of learners with learning disabilities in mainstream classrooms was however hindered by several factors including: overcrowding, time restraints and lack of parental involvement. Conclusion: It was argued that learners with learning disabilities in mainstream classes should be in classes that have a maximum of 30 learners and more parental involvement should be encouraged. Additionally small group arrangements should be considered. The use of teaching methods such as multi-level teaching and differentiated instruction should be implemented where learners with learning disabilities are in mainstream classrooms.
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