Abstract
Abstract : Inclusive education calls for high levels of learning and equal participation of learners’ diverse classrooms. Learners with neurodevelopmental disorders such as attention deficit hyperactive disorder, autism spectrum disorder, communication disorder, intellectual disorder, motor disorder and specific learning disorders present teachers with numerous challenges in the mainstream. These teaching difficulties could be challenging for newly qualified teacher who is still struggling to cope with their first year in the profession and then are required to support these learning deficits applying the knowledge derived from their teacher training programmes. This study explored how newly qualified teachers accommodate learners with neuro-developmental disorders in mainstream classrooms. In this generic qualitative study, ten newly qualified teachers were interviewed from different mainstream high schools. Critical incident reports were used to note support strategies used for major incidents of learners with NDD in the absence of the researcher...
M.Ed. (Inclusive Education)