Investigating inclusive classroom strategies to support learners identified as LSEN in mainstream schools

Abstract: The purpose of this study was to investigate the inclusive classroom strategies that teachers use to support learners in mainstream classrooms identified as LSEN. A school in Ekurhuleni North district was selected as the focus of this study. Teachers in mainstream schools are increasingly expected to provide suitable instruction and support to meet the needs of a growing diversity of learners and address the barriers to learning they may present with. It is apparent that many mainstream schools lack the resources and facilities needed to meet the needs of inclusive education. In addition, it is apparent that the schools do not have effective intervention support programs which can enable them to offer individual support to LSEN according to their needs. Inclusion of LSEN in mainstream classrooms has led to an increase in responsibilities of teachers to accommodate and support such learners. What is questionable is whether teachers in mainstream schools, who have not been specifically trained to offer learning support to LSEN, are able to support all learners equally. This study therefore set out to observe the inclusive teaching strategies used by Grade 4 teachers to support learners, in particular, those learners who have been identified as LSEN and given LSEN numbers. A generic qualitative approach was employed in carrying out the research. Observations, individual interviews and a focus group discussion were used to obtain the date used in the study. Thematic analysis was used in analysing the collected data. The findings from the study indicate that the teachers use more general classroom strategies and techniques in the hope that these will assist all learners mentioned. These strategies and techniques include repetition of instructions, seating arrangements, the use of assistant teachers and utilisation of teaching aids. It emerged that not all the teachers have been trained in inclusive education. There is also little support extended by the district to the teachers. It therefore becomes imperative that, for inclusive education to succeed, the teachers need to be formally trained in inclusive education and the SIAS policy. This will enable teachers to employ...M.Ed. (Educational Psychology