Addressing barriers to learning in Primary Schools in Mahikeng Area Office, North West Province

Abstract

This study is an investigation into learner barriers in Foundation Phase in Mafikeng Area Office in the North West Province of South Africa. The study focuses on the broad aspects of Inclusive Education and sought to establish how barriers to learning, disability in particular, that are experienced by learners can be addressed, the causes of disability barriers to learning and the strategies that are used to assist learners experiencing such disability barriers to learning. The study adopted a descriptive survey approach encompassing a quantitative approach. The sample consisted of ninety-four (n=94) Foundation Phase teachers who were randomly selected from primary schools of Mafikeng Area Office. Data was collected mainly through a semi-structured questionnaires administered to Foundation Phase teachers in primary schools. Descriptive statistics were used to analyse quantitative data. The results of the study reveal that to address physical and sensory barriers to learning there is need for educational adaptations which include adapting the learning environment, adapting the curriculum, adapting teaching strategies and making use of assistive devices and using a buddy system. The study further reveals that physical and sensory disability barriers are due to factors that are intrinsic to the learner ( congenital, hereditary or acquired through illness, accidents, drugs or poison). Disability barriers can be extrinsic to the learner and are imposed by contextual factors that are systemic influences embedded within the learner, the school, or the education system. These contextual factors comprise other micro level systemic influences such as lack of parental involvement, peer group, lack of knowledge by the teachers on how to address barriers to learning, lack of both financial and human resources with regard to education as exosystems and education policies as macro systems. Differentiation approach which entails the adjustment of the curriculum, learning activities, content, modes of assessment and the classroom environment is seen as the key strategy to address disability barriers to learning being experienced by learners. Recommendations arising from the study may give direction to South African schools to address disability barriers to learning in their schools.