The experiences of teaching learners with learning disabilities in a rural and urban special school : a phenomenological study in Capricorn district, Limpopo

Abstract : Teaching children with learning disabilities is notably among the most challenging occupations worldwide due to the multiple responsibilities involved. The role encompasses unique experiences that require both personal and professional dedication. With the current state of special schools in South Africa, there has been a pressing need to explore the experiences of teachers as the primary role players in the provision of special needs education. The present study explored the challenges and successes experienced by special school teachers in their occupation. It was hoped that the findings of this study would illuminate a deeper understanding of these experiences, which would enable the identification of solutions for challenges that teachers experience. This phenomenological study was conducted in two special schools; a rural and an urban special school in the Capricorn District of Limpopo Province. Participants were recruited through the use of a purposive sampling technique. The study sample consisted of six participants who had more than two years’ experience working within the field of special school education. Data was collected using semi-structured and focus group interviews. Analysis was conducted through the use of the interpretative phenomenological analysis (IPA). The following four themes emerged from the findings: 1) Special school teaching as a calling, 2) Teachers as emotional facilitators, 3) The experience of inaccessible environment and 4) Teacher as lonely helper. Some of the identified themes supported the view that special school teaching was a challenging occupation. Systemic and structural factors such as insufficient Learner Teacher Support Material, inflexible curriculum and language barriers contributed to an inaccessible environment, which created barriers to learning and teaching. Challenges within the working environment were frustrating to the teachers, especially because there was no parental or governmental support available. These challenges led to the experience of job incompetency, low job morale and poor job satisfaction. Meanwhile, other aspects within the special school environment had a positive impact on teachers’ experiences. These included passion for teaching children with learning disabilities, strengthening learners’ emotional adaptability and good collegial relations...M.A. (Psychology