NAVIGATING THE PROVISION OF SUPPORT TO LEARNERS WITH SPECIAL NEEDS IN RURAL MAINSTREAM SCHOOLS: TEACHERS’ CHALLENGES

Abstract

Implementing support to learners experiencing barriers to learning in South African schools, has largely been presented with challenges which increasingly make it difficult for teachers to navigate their provision of support. Thus, the pragmatic realities show that there is a need to identify and combat such challenges. This study investigated challenges experienced by teachers in their attempt to support learners with special needs. The study is underpinned by the social constructivism research paradigm. The study used the transformative learning theory as its theoretical framework. The phenomenological qualitative research approach was employed to explore teachers' challenges in providing support to learners with special needs in mainstream rural schools. Data were collected using focus group interviews, with 36 purposively selected teachers in all 6 schools. The collected data was thematically analysed and interpreted using Braun & Clarke methods. The study discovered the following as major challenges hindering the provision of support to learners with special needs: a lack of teacher competency in managing the diverse learning needs of learners; an inability to improvise amidst the challenge of limited resources; as well as a lack of consistent and thorough training in attending to complex and severe learning disabilities. The study thereby recommended resource allocation, teacher professional development training in aspects relating to supporting learner special needs, strengthening of School-Based Support Team and initiation of collaborative networks, to be in place for the alleviation of the support challenges experienced by teachers.