Strategies for Facilitating Learning Support Processes. What can Teachers do Support Learners with Specific Learning Difficulties?

Authors

  • Mubi F. Mavuso Department of Inclusive Education University of South Africa (UNISA), PO Box 392 Pretoria 0003

Abstract

Inclusion of learners with diverse learning difficulties in the mainstream schools is a global phenomenon. The stance to accommodate learners with diverse learning needs demand teachers to be competent in implementing learning support processes to ensure that learners learn optimally. Although several countries like South Africa are in favor of inclusion, teachers seem to battle in providing learning support for learners presenting with specific learning difficulties. A qualitative interpretive research was conducted to explore and describe the experiences of senior phase teachers in selected mainstream schools. Purposive sampling included senior phase teachers who are members of the School Based Support Teams. Data was collected through individual and focus group interviews; document analysis; and field notes which were reflected in a journal. This article discusses the findings extracted from interviews on learning support strategies used by teachers. According to the teachers learning support strategies include: Giving learners extra work and re-teaching; differentiation; assessment; peer support and referring learners.

DOI: 10.5901/mjss.2014.v5n2p455

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Published

2014-01-06

How to Cite

Mavuso, M. F. (2014). Strategies for Facilitating Learning Support Processes. What can Teachers do Support Learners with Specific Learning Difficulties?. Mediterranean Journal of Social Sciences, 5(2), 455. Retrieved from https://www.richtmann.org/journal/index.php/mjss/article/view/2007