Exploring the availability of remedial support for learners struggling with literacy in the foundation phase at king Cetshwayo selected schools.
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Date
2021
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Abstract
The challenge of learners struggling with literacy in schools has occupied policy debates
in South Africa since the advent of democracy. Against this background, the purpose of
this study is to explore the availability of remedial support given to literacy struggling
learners in selected primary schools at King Cetshwayo District. The sample consists of
twelve participants who were teaching literacy in foundation phase at King Cetshwayo
District. Methodologically, this study combined the interpretivism design and qualitative
research method based on data collected using semi- structured interviews.
The study's findings suggest a lack of parental support and trainings from the Department
of Education for the learners struggling with literacy in the Foundation Phase. There may
be a need for more interventions such as capacitating teachers with more resources and
providing programs suitable for the learners. In addition, it is necessary for teachers to
work hand in hand with the Learner Support Assistants as an attempt to particularly assist
the most vulnerable learners struggling with literacy be it in main stream or full-service
school.
Another noteworthy result revealed by the participants relates to big class sizes in the
classrooms that makes it hard for teachers to engage all learners and cater for them as
individuals. The time spent in classrooms was said to be short and makes it impossible
for teachers to finish all the curriculum planned. In addition, there also appeared to be
parents who live in denial that their children need critical intervention in form of special
classes, assistance from the district or mental support from professional psychologists.
The researcher also noted that most of the teachers are not only unaware of programs
available for assisting learners struggling with literacy; they are also unable to
successfully implement them.
Description
A mini dissertation submitted to the Faculty of education in fulfilment of the requirements for the Degree of Master of Education in the Department of Education Psychology and Special Education of Zululand, South Africa, 2021
Keywords
Literacy, Remedial support, curriculum, teaching methods, teaching challenges, support programs