Abstract:

A successful journey for learners in being literate whether in reading, writing or numerical in the Foundation Phase is determined by what and how teachers plan and chooses pedagogical strategies to teach learners. This paper argues on the assertion that while schools are working towards combating exclusion of learners in different forms, teachers cannot be left behind in this exercise because they are key players in the education system. On this background, it is therefore imperative to know what teachers are doing in their classrooms. The realization of inclusive classrooms and practices depend solely on teachers as the drivers of inclusive pedagogy through the use of inclusive strategies. It is for this reason that before reading and writing, as well as numerical skills are taught, inclusive pedagogy should be a pre-requisite for teachers to consider it when planning activities in order to engage different learners. This happens at the background that it is well known and a call for concern that some learners in different classrooms are faced with systematically challenges of being excluded during teaching and learning in terms of the type of activities and pedagogical strategies that are employed during the process. Using Florian (2014) framework on the key principles that underpins inclusive pedagogy, this paper is reporting on the observed and attested second principle which advocates that teachers must believe that they can teach all children by creating safe and enjoyable environments. Both direct classroom observations and individual interviews were used to elicit data from Foundation Phase in-service teachers. The study used a qualitative methodology to analyse data. What has been found from the data is that, teachers employed various inclusive pedagogical practices in teaching reading and writing as well as numerical content skills by the use of rhymes and songs which accommodated all learners irrespective of their levels of abilities. This was found to be an inclusive pedagogical strategy that showed the potential of stimulating, reviving and increasing learners level of confidence in learning.

Keywords:

Enjoyable environment, Foundation Phase, inclusive pedagogy, rhymes, songs.