Intermediate Phase teachers' support to learners who experience intrinsic barriers to learning : a case study

Abstract

The purpose of this study was to explore how Intermediate Phase teachers support learners who experience intrinsic barriers to learning. The study was encouraged by other research studies’ findings, as well as my own experiences and observations of how other colleagues struggled with supporting these learners. This prompted the question “How do Intermediate Phase teachers support learners who experience intrinsic barriers to learning?”. A case study strategy of inquiry was employed to research and answer this question. The study was qualitative in nature, including semi-structured questionnaires, face-to-face individual interviews and a document analysis. A thorough literature review was conducted before the empirical study commenced. The research revealed that there are gaps between policy and practice, a scarcity of resources and training, and that teachers lack the appropriate skills to support learners with intrinsic barriers to learning in their classrooms. Despite the aforementioned challenges, the findings of the study indicated that participants use various strategies and methods to support learners. These include straddling, books from lower grades, peer-learning and collaboration amongst teachers. Critically, participants failed to mention curriculum differentiation and curriculum modification, individual education plans and assessment adaptations. This emphasizes a need for more workshops and training for teachers on how to adequately support learners with intrinsic barriers to learning in an inclusive classroom.