Keywords
barriers to learning, educators, inclusivity, learners, teaching
Document Type
Article
Abstract
Inclusive learning compels all public schools to accommodate all learners and implement curricula that meet their needs. This study explored strategies for creating inclusive learning for learners who experience barriers to learning. Most of the literature on inclusive learning in schools has discussed the tension between theoretical approaches and the practical achievements of inclusive learning during teaching and learning. Furthermore, the local literature has demonstrated that educators try to modify and differentiate the existing curriculum with no tangible results for learners experiencing barriers to learning and not comprehending the content of the curriculum. This generic interpretive qualitative case study was conducted in the uMgungundlovu District (KwaZulu-Natal Province, South Africa), using semi-structured interviews with four teachers selected from four primary schools. Observations were conducted during teaching and learning, and documents were reviewed. The themes were derived and used through thematic data analysis to yield the study findings and draw conclusions. The study results indicated a shift toward inclusive learning, whereby learners experiencing barriers to learning can learn and better comprehend the curriculum's content through role-play, constructing objects, and drawing. Therefore, learners experiencing barriers to learning felt part of the teaching and learning process and could transform their contextual affordance into actions, which sheds light on their education journey.
Page Range
130-140
Issue
2
Volume
9
Digital Object Identifier (DOI)
10.21831/reid.v9i2.64913
Source
https://journal.uny.ac.id/index.php/reid/article/view/64913
Recommended Citation
Nzuza, Z. D. (2023). Strategies for creating inclusive learning for learners experiencing barriers to learning. REID (Research and Evaluation in Education), 9(2). https://doi.org/10.21831/reid.v9i2.64913
References
Adom, D., Chukwuere, J. E., Dake, A. D., & Newton, J. P. (2019). Problem learners in selected elementary schools in Ghana: Toward understanding, prevention and action. Asia-Pacific Journal of Research in Early Childhood Education, 13(1), 107-129. https://doi.org/10.17206/apjrece.2019.13.1.107
Anderson, J., & Boyle, C. (2019). Looking in the mirror: Reflecting on 25 years of inclusive education in Australia. International Journal of Inclusive Education, 23(7-8), 796-810. https://doi.org/10.1080/13603116.2019.1622802
Brennan, A., King, F., & Travers, J. (2021). Supporting the enactment of inclusive pedagogy in a primary school. International Journal of Inclusive Education, 25(13), 1540-1557. https://doi.org/10.1080/13603116.2019.1625452
Casserly, A. M., Tiernan, B., & Maguire, G. (2019). Primary teachers' perceptions of multi-grade classroom grouping practices to support inclusive education. European Journal of Special Needs Education, 34(5), 617-631. https://doi.org/10.1080/08856257.2019.1580835
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.
Creswell, J. W. (2013). Research design. Sage Publication.
Dalton, E. M., Lyner-Cleophas, M., Ferguson B., & McKenzie, J. (2019). Inclusion, universal design and universal design for learning in higher education: South Africa and the United States. African Journal of Disability, 8(1), 1-7. https://doi.org/10.4102/ajod.v8i0.519
Department of Education. (2001). Education white paper 6. Special needs education. Building an inclusive education and training system. Government Printers. https://www.vvob.org/files/publicaties/rsa_education_white_paper_6.pdf
Domagała-Zyśk, E., & Knopik, T. (2022). Attitudes toward inclusion among polish primary school teachers: A strategic factor in implementing inclusive education. Multidisciplinary Journal of School Education, 11(1-21), 211-233. https://doi.org/10.35765/mjse.2022.1121.11
Dorji, R., Bailey, J., Paterson, D., Graham, L., & Miller, J. (2021). Bhutanese teachers' attitudes towards inclusive education. International Journal of Inclusive Education, 25(5), 545-564. https://doi.org/10.1080/13603116.2018.1563645
du Plooy-Cilliers, F., Davis, C., & Bezuidenhout, R. (2014). Research matters. Jutta & Company.
Engelbrecht, P., Nel, M., Smit, S., & Van Deventer, M. (2016). The idealism of education policies and the realities in schools: The implementation of inclusive education in South Africa. International Journal of Inclusive Education, 20(5), 520-535. https://doi.org/10.1080/13603116.2015.1095250
Florian, L., & Beaton, M. (2018). Inclusive pedagogy in action: Getting it right for every child. International Journal of Inclusive Education, 22(8), 870-884. https://doi.org/10.1080/13603116.2017.141251
Forlin, C., & Sin, K. F. (2017). In-service teacher training for inclusion. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.161
Hankebo, T. A. (2018). Being a deaf and a teacher: Exploring the experiences of deaf teachers in inclusive classrooms. International Journal of Instruction, 11(3), 477-490. https://doi.org/10.12973/iji.2018.11333a
Hlalele, D., Jiyane, Z., & Radebe, S. (2020). School-based support team members' understanding of curriculum differentiation and enhancement in rural South Africa: A narrative inquiry. Journal of Social Science and Humanities, 17(3), 143-156.
Ireri, B. R., King'endo, M., Wangila, E., & Thuranira, S. (2020). Policy strategies for effective implementation of inclusive education in Kenya. International Journal of Educational Administration and Policy Studies, 12(1), 28-42. https://doi.org/10.5897/IJEAPS2019.0622
Kilinc, S., Farrand, K., Chapman, K., Kelley, M., Millinger, J., & Adams, K. (2017). Expanding opportunities to learn to support inclusive education through drama“enhanced literacy practices. British Journal of Special Education, 44(4), 431-447. https://doi.org/0.1111/1467-8578.12186
Kourkoutas, E., Hart, A. Kassis, W. & Graaf, U. (2017). A resilience-based program to promote reflective and inclusive teaching practices in Greece during austerity. In H. I. Amzat, & N. Valdez (Eds.), Teacher Professional Knowledge and Development for Reflective and Inclusive Practices (pp. 168-178). Routledge.
Kurniawati, F. (2021). Exploring teachers' inclusive education strategies in rural Indonesian primary schools. Educational Research, 63(2), 198-211. https://doi.org/10.1080/00131881.2021.1915698
Kuyini, A. B., Desai, I., & Sharma, U. (2020). Teachers' self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education, 24(14), 1509-1526. https://doi.org/10.1080/13603116.2018.1544298
Majoko, T. (2019). Teacher key competencies for inclusive education: tapping pragmatic realities of Zimbabwean special needs education teachers. Sage Open, 9(1), 2158244018823455. https://doi.org/10.1177/2158244018823455
Makoelle, T. M., & Burmistrova, V. (2020). Funding inclusive education for equity and social justice in South African schools. South African Journal of Education, 40(4), 1-9. https://doi.org/10.15700/saje.v40n4a2037
Mampane, M. R. (2020). Academic resilience of adolescents in township school contexts of poorly implemented inclusive education policy. Journal of Social Sciences and Humanities, 17(3), 82-99. http://hdl.handle.net/2263/76281
McKenzie, J. (2021). Intellectual disability in inclusive education in South Africa: Curriculum challenges. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 53-57. https://doi.org/10.1111/jppi.12337
Muthukrishna, N., & Engelbrecht, P. (2018). Decolonising inclusive education in lower income, Southern African educational contexts. South African Journal of Education, 38(4), 1-11. https://doi.org/10.15700/saje.v38n4a1701
Page, A., Mavropoulou, S., & Harrington, I. (2022). Culturally responsive inclusive education: The value of the local context. International Journal of Disability, Development and Education, 69(4), 1313-1326. https://doi.org/10.1080/1034912x.2020.1757627
Pit“ten Cate, I. M., Schwab, S., Hecht, P., & Aiello, P. (2019). Teachers' attitudes and self“efficacy beliefs with regard to inclusive education. Journal of Research in Special Educational Needs, 19(S1), 3-7. https://doi.org/10.1111/1471-3802.12480
Schuelka, M. J. (2019). Advancing a comparative case study approach towards education and disability research: An example from Bhutan. In N. Singal, P. Lynch & S. T. Johansson (Eds.). Education and disability in the global south: New perspectives from Africa and Asia (pp. 89-106). Bloomsbury Academic. https://doi.org/10.5040/9781474291231.ch-005
Spratt, J., & Florian, L. (2015). Inclusive pedagogy: From learning to action. supporting each individual in the context of 'everybody'. Teaching and Teacher Education, 49, 89-96. https://doi.org/10.1016/j.tate.2015.03.006
Tomlinson, S. (2017). A sociology of special and inclusive education: Exploring the manufacture of inability. Routledge.
UNESCO. (1994). Salamanca statement and framework for action on special education needs. UNESCO. https://www.european-agency.org/sites/default/files/salamanca-statement-and-framework.pdf
UNESCO. (2000). Education for all: Meeting our collective commitments. Notes on the Dakar framework for action. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000121147
UNESCO. (2009). Inclusive education: The way of the future. Final report of the international conference of education (48th Session). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000161565_eng
United Nations General Assembly. (2015). Resolution adopted by the General Assembly on 11 September 2015. United Nations. https://www.un.org/en/development/desa/population/migration/generalassembly/docs/globalcompact/A_RES_70_1_E.pdf
Walton, E. (2018). Decolonising (through) inclusive education? Educational Research for Social Change, 7, 31-45. https://doi.org/10.17159/2221“4070/2018/v7i0a3
Walton, E., Andrews, D., & Osman, R. (2019). Professional judgment in and for complex social and educational contexts. Southern African Review of Education with Education with Production, 25(1), 5-15. https://hdl.handle.net/10520/EJC-1877c03ed6
Zabeli, N., Perolli Shehu, B., & Anderson, J. A. (2021). The understanding of inclusive education in Kosovo: Legal and empirical arguments. CEPS Journal, 11(3), 119-139. https://doi.org/10.25656/01:23402
Zulfiqar, B., Shahinujjaman, M., & Hossain, N. (2018). Inclusive education in Bangladesh: Digging deeper into educational prospects of children with disabilities in Bangladesh. European Journal of Education, 1(1), 36-48.https://revistia.org/files/articles/ejed_v1_i1_18/Bushra.pdf
