Abstract
This qualitative study explores the accommodation of learners with mild Down syndrome in mainstream schools from the perspective of teachers at a school in Centurion that are currently accommodating those learners. Research has identified that it could be done with success in the Foundation phase. More challenges are faced the further the child progresses through the grades. There are very few mainstream schools that are willing to accommodate these learners and teachers often feel overwhelmed as they are not effectively trained to support these learners. A qualitative descriptive methodology was used in this study. A case study approach was used, and various interviews were conducted with the 6 participants in the Foundation phase at the school through semi-structured interviews. Thematic analysis was used to analyse the data and to identify patterns and themes. It was used to generate rich data of how learners with mild Down syndrome can be accommodate in mainstream schools. There were four central themes identified. They were: Support from home and school; Resources available to the learners; Interaction with teachers, teacher assistants and peers; School work: Afrikaans, English and Mathematics. The research question was accommodation of learners with mild Down syndrome in the mainstream classroom. I had to abide by a set of clear ethical guidelines that directed the search and held me accountable. Learners with mild Down syndrome can be accommodated in mainstream schools if the necessary support structures are in place, the child has the appropriate resources available, the child can interact with all the role players at school.
M.Ed. (Educational Psychology)