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

A. Buka, J.M. Molepo

Walter Sisulu University (WSU) (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.