Exploring challenges of student support in foundation phase

Abstract

This paper explored the causes of challenges of learner support in the foundation phase in Ekurhuleni South district. The goal of the study is to comprehend the fundamental causes of the challenges in delivering effective instruction to students. A purposive sampling technique was employed to choose fourteen teachers to participate in the study. Focus groups and semi-structured interviews were the two techniques employed to gather data. Moreover, data analysis was done using qualitative content analysis. Two factors that contribute to difficulties with student support are teacher shortages and crammed classrooms. Together, these difficulties show how important it is for teachers, department heads, and members of the community at large to work diligently and together to remove these obstacles and create an inclusive learning environment where every student has an equal opportunity to succeed. Teachers must complete inclusive education training to confidently carry out the SIAS policy processes, which include screening, identification, assessment, and the provision and monitoring of support during teaching and learning in the classroom. It is essential to provide adequate classroom space through infrastructure development and wise resource allocation to create an environment that promotes the hiring of student support instructors and the provision of the greatest possible help to students.