| dc.description.abstract | This study links with the White Paper 6 on learners with special educational needs.
which requires public schools to accommodate learners with diverse needs, as far as
possible in inclusive education. The success of the inclusive education depends on
the ability of educators to identify and support barriers to learning, for which they will
have to be trained. Such in-service training will be aimed at the identification of
barriers to learning or learners with diverse learning needs, specifically in the
Foundation Phase.
The purpose of this study was to determine what knowledge Foundation Phase
educators possess in the identification of spelling difficulties experienced by learners
with Tswana as medium of instruction, but for whom Tswana mostly is a first
additional language. The literature study was therefore focussed on language
learning, spelling difficulties in an additional language, and assessment in the
Foundation Phase.
The empirical research included a sample of teachers in the Foundation Phase in the
North-West Province, regarding their identification of spelling difficulties in a first
additional language. The empirical data were accumulated by means of an openended
questionnaire, which was qualitatively analysed in terms of the teachers'
knowledge of and skill in the identification and support of spelling difficulties in an
additional language, in a classroom with Tswana as medium of instruction. The
results indicated that the spelling difficulties they experience are the same as other
learners who experience spelling difficulties in an additional language. The results
also indicate that the educators lack sufficient knowledge and skills with regard to the
identification and support of spelling difficulties. In-service training for Foundation
Phase educators in the identification of spelling difficulties and the support thereof is
a necessity. | |
