Abstract
The purpose of this study was to investigate challenges faced by teachers in supporting learners with barriers to learning in the Intermediate Phase. The study was conducted in a Primary school in Moletsane towship, Soweto. The school falls under Johannesbrg Central district. Qualitative research method was used to conduct the research. A case study design was selected, in order to understand challenges experienced by teachers in supporting learners with barriers to learning in the Intermediate Phase. All eleven participants were selected from a primary school in Soweto, comprising Grade 4 to Grade 6 teachers in the Intermediate Phase.The Whole-School Development theoretical framework was used to support literature review. Data was collected through questionnaires and interviews.
The findings of the study revealed that teachers experience various challenges as they support learners where they lack skills of addressing barriers to learning and do not get adequate support from the School-Based Support Team and District Support Team. Therefore, they require urgent support from different stakeholders in enabling them to address barriers to learning experienced by learners in the Intermediate Phase. The findings of the study also suggest the need for ongoing developmental workshops on inclusive education. In addition, the Department of Education should organise compulsory courses on inclusive education for teachers, where processes of Screening, Identifying, Assessing and Support (SIAS) and supporting learners with barriers to learning are mediated.
KEY WORDS: Learners with barriers to learning; Challenges, Intermediate phase, Support.