Support to learners with barriers to learning in mainstream schools of Mahikeng

Abstract

Background: The South African Inclusive education policies stipulate that mainstream schools should accommodate and support learners’ diverse learning needs. However, the pragmatic realities show that there is usually a gap between policy and practice. Aim of the study: The aim of this study is to investigate the support to learners with special education needs in the mainstreams secondary schools of Mafikeng. Research methods: The research study employed qualitative research methods, where data was collected using focus group interviews, observations and field notes with six purposively selected schools and, six teacher participants teaching grade 8 classes from each school. Data was analysed and interpreted using thematic and content analysis methods. Findings: The study revealed that the nature of support in mainstream secondary schools in supporting the learning needs of learners with special education needs has been lacking. Furthermore, teachers were found functioning in isolation, with non-existent support from parents, the Department of Education and the community as a whole. It was established that the majority of teachers have not been trained, equipped and prepared to operate under inclusive education practices. The study observed that the overall predicament ultimately placed learners at a disadvantaged position, as a result of lack of educational support. Recommendations: The recommendations put forth by the study suggested that teachers undergo practical training pertaining to special and inclusive education practices; for schools to foster active parents' meetings to orientate parents on matters of inclusive education and special education needs; for functional communication channels to be initiated and maintained between the District Based Support Teams (DBST) and the School Based Support Teams (SBST); and for school principals to assume their responsibilities in the overall inclusion, accommodation and support of learners with learning disabilities, where they prioritise and fully enforce the functioning of inclusive education practices.