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n Journal of Educational Studies - The ability of teachers to accommodate learners with learning disabilities in the inclusive classroom

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Abstract

The well-known and well-used 'one-size-fits-all' approach is no longer effective in the inclusive classroom; teachers should adapt to the inclusive classroom and address the needs of all learners in their classrooms. Teachers need specific knowledge to enable them to support learners with learning disabilities. This article reflects on an investigation into a number of teachers' knowledge of developmental barriers to learning and their ability to support learners with learning disabilities in the inclusive classroom. A questionnaire was administered to 115 teachers who attended various workshops on the teaching of reading. This limited survey to determine teachers' knowledge and skills needed to support learners with learning disabilities in the inclusive classroom revealed that they do not know enough about the various barriers to learning, nor do they have confidence to support learners to overcome the barriers that they experience in the various developmental skills. To successfully implement the policy on inclusive education, teachers must be trained to accommodate and support learners with barriers to learning in their classrooms by changing their teaching strategies and creating an environment that is conducive for all learners in the classroom.

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/content/jeds/9/2/EJC160151
2010-01-01
2016-12-06
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