Abstract
The research was aimed at establishing the challenges that are being faced by mainstream class teachers in the teaching of children with learning disabilities in the Johannesburg South District schools. One hundred and seven educators were selected to respond to the questionnaire which was in the form of a Likert scale. The results indicated that indeed there are challenges that are being faced by the mainstream class teachers. These challenges among others include the lack of skills bases on the part of the teachers, class sizes, shortage of relevant instructional materials, and lack of support services as well as the unavailability of enough time for extra tuition. The study was carried out through the quantitative research design. Data were presented through the use of graphs and tables for easy reading and interpretation. DOI: 10.5901/mjss.2014.v5n27p711
Highlights
Salamanca statement, (1994), proposes that the Inclusive education system should be responsive to the diverse needs of all learners and be accommodative of their different styles and language needs
The use of relevant instructional materials is crucial to the education of the child with learning disabilities
The challenges noted include among others, the lack of skills amongst teachers that enable them to function effectively in the mainstream classes
Summary
Salamanca statement, (1994), proposes that the Inclusive education system should be responsive to the diverse needs of all learners and be accommodative of their different styles and language needs. Muthukrishna (2002) notes that when the democratic government of South Africa assumed power in 1994, it aimed at establishing a society based on the values of fundamental human rights, social, justice, freedom and equity. This ideology was informed by the need to treat all human beings as equal regardless of their ability or disability. Polloway, Parton and Serna, (2008), note that students with special needs often require services and instructional support services because they are not dealing well with traditional methods and materials This may have the implication that, giving the extra supports and services to students with learning disabilities in the mainstream classes impinges on the progress of the average and above average in those classes
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