What teachers need to make inclusion work. Participants described limited preparation, unclear support responsibilities and insufficient resources. The authors call for practical training, stronger support teams and classroom adaptation.
The question
How do educators experience supporting learners with impairments in full-service primary schools?
The approach
Qualitative phenomenological research with 24 purposively selected participants in three schools: principals, school-based support-team members and teachers. Evidence came from interviews, observations and text analysis.
What the study describes
Participants described limited preparation, unclear support responsibilities and insufficient resources. The authors call for practical training, stronger support teams and classroom adaptation.
Scope and limitations
This is a contextual study of three schools in Limpopo's Capricorn Region, not a national prevalence estimate or an evaluation of a tested intervention.
Original publication
Mamabolo, J. M., & Sako, L. P. (2021). Teachers’ Experience in Supporting Learners with Impairments in Full-Service Schools. International Journal of Scientific Engineering and Applied Science, 7(6), 126–139.
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Authors: J. M. Mamabolo; L. P. Sako
Publication: International Journal of Scientific Engineering and Applied Science (IJSEAS)
Year: 2021
Pages: 126–139