Diversity and Inclusion in Rural South African Multigrade Classrooms

Autor/in	Taole, Matshidiso Joyce
Titel	Diversity and Inclusion in Rural South African Multigrade Classrooms
Quelle	In: International Journal of Inclusive Education, 24 (2020) 12, S.1268-1284 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taole, Matshidiso Joyce)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1520310
Schlagwörter	Student Diversity; Inclusion; Rural Schools; Multigraded Classes; Class Size; Individualized Instruction; Grouping (Instructional Purposes); Student Evaluation; Elementary School Teachers; Experienced Teachers; Teacher Attitudes; Teacher Competencies; Instructional Effectiveness; Cognitive Style; Foreign Countries; Disadvantaged Schools; South Africa + Suchen Sie Ihr Suchwort? Inklusion; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Mehrstufenklasse; Klassengröße; Individualisierender Unterricht; Grouping; Gruppenbildung; Schulnote; Studentische Bewertung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrkunst; Unterrichtserfolg; Cognitive styles; Kognitiver Stil; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Inclusion and diversity are the important factors to consider in teaching contexts which aim to provide quality and relevant education to all learners. Teachers need to ensure that they design learning experiences that are responsive to learners' individual differences and learning styles. This is particularly true in the multigrade context, where learners are at various age and ability levels. The study on which this article is based, aimed to explore the practices which teachers in multigrade classrooms employ and how effective they are in ensuring inclusivity and diversity. A qualitative multi-case study design was employed, with observations and semi-structured interviews serving as data collection instruments. Multigrade primary schools from two districts in the North West province in South Africa participated in the study. Data were analysed using themes. The findings reveal that while the participants used differentiation of assessment and same-grade grouping, class size seemed to be an inhibiting factor in the provision of inclusive classroom activities. Furthermore, the study found that teachers relied heavily on teacher-centred methods, while insufficient resources for effective teaching in a multigrade teaching context compounded this problem. The author recommends that inclusive pedagogies take centre stage in teacher training programmes. In addition, initial teacher training needs to be reviewed to include diversity management and inclusive classrooms. Teachers must possess a repertoire of instructional strategies if they are to meet the needs of the diverse learners in their classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01