Exploring Senior Phase teachers' competencies in supporting learners with specific learning difficulties: Implications for inclusive education

Teaching learners with specific learning difficulties requires competent teachers who can provide learning support. Competencies such as identifying learning difficulties, assessing learners, designing interventions such as curriculum differentiation and facilitating referral systems are crucial. However, Senior Phase teachers in South Africa seem to be challenged when it comes to providing learning support. Consequently, learners do not meet the desired learning outcomes. Objectives: The purpose of this study was to explore Senior Phase teachers' competencies in supporting learners with specific learning difficulties in four mainstream schools. Methods: A qualitative research approach and phenomenological research design were used. Eighteen teachers who were members of the school-based support teams, including learning support educators, were selected through purposive sampling. Data were collected through individual and focus group interviews, the analysis of support forms and field notes. A thematic data analysis was used to generate findings. Results: The thematic data analysis revealed discrepancies relating to participants' competencies in identifying language difficulties, short-term memory problems and contextual barriers. Also, participants differed in collaborating with peers, social workers, and the district-based support teams. Furthermore, some participants were able to design intervention programs and facilitate internal and external referral processes. Conclusion: The study concludes that teachers have different competencies in providing learning support. Therefore, the Department of Basic Education should provide a clear practical learning support strategy in the Senior Phase mainstream schools as well as continuous professional development for teachers couple with monitoring. Contribution: It is envisioned that the study will contribute to understanding teachers' competences in providing learning support for learners with specific learning difficulties in the senior phase. The study advocates for collaborative continuous professional teacher development focusing on interventions programs to support learners with specific learning difficulties in the mainstream schools

Implementation of UN Convention on the Rights of Persons with Disabilities in public and private schools in three districts of Uganda

The study was grounded in the recent developments of implementing the United Nations Convention on the Right of Persons with Disabilities (UNCRPD) in schools in Uganda, leading to a renewed interest in the questionings about inclusive education. Objectives: The inclusive approach was evaluated in terms of: (1) how public or private schools in Uganda understand inclusive education; (2) how schools implement inclusive education under the influence of the UN Convention; and (3) what determines the course of action and school routine of private and state schools. Methods: This exploratory qualitative research included interviews with six schools purposively selected in Mukono, Wakiso and Kampala districts of Central Uganda. The selected schools comprised three private and three state schools (i.e. representing primary and secondary schools and a vocational training institute). Results: The research demonstrated that 'inclusive education practice' that was upheld by all the schools, was ironically stained with exclusion, for example, by non-admission of students with visual and hearing impairment, inaccessible physical environment, inadequate funding and separation of students according to abilities. However, whilst all schools followed the regular curriculum, some schools developed their own ways of teaching learners with diverse learning needs. Conclusion: Some schools in Uganda have developed meaningful approaches of including students with disabilities but there are still many challenges for many. Enforcing Uganda's disability policies adapted from the CRPDs could enable learners with disabilities to enjoy their legal rights. Contribution: Since the intention of inclusion of students with disabilities stands in contrast to the reality of practice found in many schools, there seems to be a need to carry out regular assessments and measures of support for a sustainable inclusive school development