SUPPORT PROVIDED BY TEACHERS TO LEARNERS WITH SPECIAL EDUCATION NEEDS IN SELECTED AMATHOLE WEST DISTRICT PRIMARY SCHOOLS, SOUTH AFRICA

Back to Page Authors: Toyin Mary Adewumi, Cina Mosito, Toyin Mary Adewumi

---

Keywords: good practice, learner, special education needs, inclusion, support

---

Abstract: Part of enabling learners with special education needs (SEN) to succeed is providing them with adequate support. Support is all activities in a school that enhance its capacity to respond to diversity by making learning contexts and lessons accessible to all learners. The paper reports findings of support provided by teachers to learners with SEN and the pockets of good practice found in the support provided by teachers to learners with SEN in selected primary schools in the Amathole West District, South Africa. The study adopted a qualitative research approach and employed a case study design. Participants of the study were eight teachers and eight principals in eight primary schools as well as one provincial and two district education officials sampled by a purposive sampling technique. Thematic analysis was used for analyzing data gathered through semi-structured interviews. The findings of the study revealed that despite the challenges such as lack of qualifications and training in special education needs, learners with SEN received varied support from teachers which include extra exercises, extra time, special attention during break times or after school hours and homework. The paper concluded that there are pockets of good practice of inclusion policy in some selected primary schools particularly in the poverty-stricken location in the Amathole West District. This paper recommends adequate training for teachers for the support of learners with SEN.

---