Abstract:

While South African schools are expected to admit more learners experiencing learning barriers in mainstream schools (MSSs), teachers still find themselves grapple inclusive classes with less viable programmes, even after 14 years of inclusive education legislative framework. It can be assumed that teachers and teachers assistants (herein referred as inclusive classroom care-givers (ICCs), are in need of teacher-learner support programmes that can help them and their learners to enhance teaching and learning processes. This paper is based on a study conducted in 2 education districts of the Eastern Cape, one of the most-disadvantaged provinces of South Africa. It deals with psycho-pedagogic processes that can be used by teachers in inclusive classes (ICs) and also advocates for the development of learning-support strategies from psycho-pedagogic approaches. There were 19 teachers including inclusive classroom caregivers (ICCs) in 13 schools (n = 19, mean age = 45, males = 2, females = 17). A qualitative mode of inquiry was used and followed a case study approach as a research design. Data were thematically analysed and revealed that learners experiencing barriers to learning (LEBTLs) were still marginalised and minimally supported in the classroom context while teachers used inadequate pedagogic approaches (IPAs) which do not largely benefit learners with barriers. A learning strategy was developed within the context of diverse class environment which is called HESO-INCLUSIVE LEARNING STRATEGY.

Keywords:

Socio-psychological, psycho-pedagogic, learning-support strategies, mainstream schools, resource schools and learning barriers.