Abstract:

This research delved into the intersection of remedial education and inclusive practices within a Grade 5 remedial school in Gauteng, South Africa. The study aimed to understand how these approaches can enhance learning outcomes for learners with learning impairments. For ease and convenience, in this qualitative study, the research group comprised educators teaching Grade 5 class in which all the learners were exposed to remedial education programs. Grade 5 was furthermore selected because one of the researchers taught in this grade, which meant that the data would be readily accessible. Adopting an interpretivist paradigm, the research employed qualitative methods (semi-structured interviews), to gather rich insights from the participating educators. A participatory action research (PAR) approach was used to actively involve participants in identifying and addressing challenges in remedial education. Findings revealed that while remedial education can significantly improve academic performance and social inclusion, challenges such as insufficient support, limited resources, and the need for individualized instruction persist. To address these issues, the study recommends: specialized learning environments, inclusive pedagogy, professional development, learner-centered approaches and collaborative partnerships. By implementing these recommendations, it is anticipated that remedial education can become a more effective and inclusive component of the South African education system.

Keywords:

Remedial education programs, inclusive education, social constructivism, remedial schools, learning impairments.