Abstract
The purpose of this research was to investigate teachers’ strategies to support learners experiencing visual processing challenges in Foundation Phase classrooms in a mainstream school. Visual processing refers to a person’s ability to make sense of information taken in through sight. This process plays an important role in the learners’ ability to learn; however, it is often overlooked or misinterpreted. Visual processing challenges affect how visual information is interpreted and affects a person’s reading, writing, and planning skills, amongst others. These challenges are not the same as vision issues, dyslexia or ADD, but this barrier to learning needs to be correctly recognised and supported to allow learners to be able to reach their academic potential. The context of the study was inclusive education. It employed a generic qualitative design and interpretive paradigm. Bronfenbrenner’s bioecological theory underpinned the study as the conceptual framework. The sample included purposively selected Foundation Phase teachers at a single primary school on the East Rand of Johannesburg. Data collected using the incomplete sentence activity and the mini focus group interviews were analysed using thematic analysis. Document analysis was used to corroborate results from the analysis and to enhance triangulation of the findings. The main findings of the study indicated that the teachers have a basic understanding of visual processing and its indicators. Teachers felt that their training, coaching and experiential learning were lacking when it came to supporting learners with visual processing challenges and other learning barriers in their classrooms. As part of inclusive education, SIAS needed to be implemented consistently. The study also found that holistic support was especially important for those in the Foundation Phase. Recommendations were made for policy, practice and future research.
M.Ed. (Educational Psychology)