Teachers' challenges in supporting grade 7 learners with reading difficulties in inclusive settings
DOI:
https://doi.org/10.20525/ijrbs.v14i4.4016Keywords:
Grade 7, Inclusive Education, Learning support, Reading difficultiesAbstract
The ability to read is crucial for academic success, yet many learners experience difficulties in attaining the skill. This article reports on challenges experienced by teachers in supporting Grade 7 learners with reading difficulties in English First Additional Language. A qualitative research approach and case study research design guided the study. Purposive sampling included twenty English First Additional Language (EFAL) teachers who are also members of the School Based Support Team (SBST) from four primary schools in the Gauteng East District. Data was collected through individual and focus group interviews, which were audio recorded and analyzed using thematic data analysis. The results indicate that teachers experienced challenges such as insufficient time, work overload, overcrowded classrooms, policy on progression of learners, lack of interest and motivation, lack of reading resources and lack of parental involvement, as such participants viewed these challenges as barriers to learning support processes. The study recommends scheduling individual reading support sessions and hiring more teachers to assist with language teaching. The policy on the progression of learners could be reviewed and integrated as part of continuous teacher training. Schools should budget for reading resources, while parents are encouraged to attend workshops and meetings, and get resources to assist their children with reading at home. Furthermore, collaboration between schools and communities is recommended to promote inclusivity in schools. These findings underscore the urgent need for systemic change to support inclusive education. Addressing the identified barriers requires not only the intervention from the school but also broader educational policy reform. The study highlights the importance of aligning policy with practice to ensure that no learner is left behind, thereby fostering a more inclusive and equitable educational environment.
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