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The teaching strategies employed by teachers to support learners with learning difficulties in mainstream classes
Author(s)
Campbell, Anita
Date Issued
2006
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
The study focuses on the identification and development
of teaching strategies and the factors that impact on the
strategies when supporting learners with learning
difficulties in mainstream Foundation Phase classes.
The study was carried out by interviewing a focus group
of Foundation Phase teachers from public schools in the
Cape Metropolitan area. The findings from the focus group
discussion was verified and amplified by responses from
Heads of Department, Foundation Phase within the same
area.
The research methodology was that of a two-stepped
investigation. Firstly, a focus group discussion was
conducted using an open ended question framework with the
intent of exploring how mainstream Foundation Phase
teachers develop teaching strategies and what factors
impact on these strategies when supporting learners with
learning difficulties. The data collected was analyzed
and a qualitative questionnaire compiled for Heads of
Department: Foundation Phase to verify and amplify the
data collected during the focus group.
The study indicated that past and recent teacher training
does not equip teachers with the necessary skills to
support learners with learning difficulties in mainstream
classes. The study also found that current workload
levels inhibited further self study.
The research findings contributed to the fund of
knowledge with regard to the training of Foundation Phase
teachers to support all learners, regardless of the
degree of learning difficulty, in mainstream classes in
public schools.
of teaching strategies and the factors that impact on the
strategies when supporting learners with learning
difficulties in mainstream Foundation Phase classes.
The study was carried out by interviewing a focus group
of Foundation Phase teachers from public schools in the
Cape Metropolitan area. The findings from the focus group
discussion was verified and amplified by responses from
Heads of Department, Foundation Phase within the same
area.
The research methodology was that of a two-stepped
investigation. Firstly, a focus group discussion was
conducted using an open ended question framework with the
intent of exploring how mainstream Foundation Phase
teachers develop teaching strategies and what factors
impact on these strategies when supporting learners with
learning difficulties. The data collected was analyzed
and a qualitative questionnaire compiled for Heads of
Department: Foundation Phase to verify and amplify the
data collected during the focus group.
The study indicated that past and recent teacher training
does not equip teachers with the necessary skills to
support learners with learning difficulties in mainstream
classes. The study also found that current workload
levels inhibited further self study.
The research findings contributed to the fund of
knowledge with regard to the training of Foundation Phase
teachers to support all learners, regardless of the
degree of learning difficulty, in mainstream classes in
public schools.
Additional information
Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006
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