DEVELOPING A PSYCHO-PEDAGOGIC MODEL FOR INCLUSIVE CLASSES IN DISADVANTAGED-RURAL PRIMARY SCHOOLS IN SOUTH AFRICA

This study was conducted in two education districts of the Eastern Cape, one of the most-disadvantaged provinces of South Africa. It focused on pedagogic processes and dilemmas faced by teachers in inclusive classes with diverse-learning barriers. It also aimed at strengthening teaching practices and learning support strategies (TPLSSs) teachers used in inclusive classes (ICs) in rural-disadvantaged primary schools. 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 research design. Data were thematically analyzed and revealed that learners experiencing barriers to learning (LEBTLs) were still marginalized and minimally-supported in the classroom context while teachers used task-orientated pedagogic approach (TOP) which were inferior approaches and were indication of improper lesson planning. A pedagogic-inclusive approach was developed from the project and called Triad Pedagogic Perspective (TPP) model.