NDLI: Exploring foundation phase school teachers' perceptions of learning difficulties in two Johannesburg schools.

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Exploring foundation phase school teachers' perceptions of learning difficulties in two Johannesburg schools.

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Exploring foundation phase school teachers' perceptions of learning difficulties in two Johannesburg schools.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Mohamed, Zaakirah Laher, Sumaya
Description	Country affiliation: South Africa Author Affiliation: Mohamed Z ( a Psychology - School of Human and Community Development , University of the Witwatersrand , South Africa.)
Abstract	OBJECTIVES: According to the 2001 census (StatsSA 2001), approximately 12% of the population in South Africa are intellectually disabled and 7% of the population have a communication disability. Early diagnosis and intervention is vital for optimum functioning in later life yet most children are not identified until well into their schooling. Since foundation phase teachers are amongst the first to encounter these difficulties, this research explored foundation phase teachers' perceptions of learners with learning difficulties (LD) in two inner city public schools in Johannesburg. METHODS: Eight teachers were interviewed using a semi-structured interview schedule. The challenges associated with dealing with children who have a LD together with issues of stigma and parents responses were explored. Thematic content analysis was used to analyse the results. RESULTS: Seven themes were identified, namely understanding of LD, symptoms of LD, aetiology of LD, impact LD has on a learner, stigmatisation of learners with LD, parental denial and inclusive education. CONCLUSION: From the results, it was evident that LD needs a more contextually appropriate definition in South Africa for teachers to correctly identify these learners. Furthermore, teachers require more training for them to effectively cope with learners with LD.
File Format	HTM / HTML
ISSN	17280583
Issue Number	2
Journal	Journal of Child & Adolescent Mental Health
Volume Number	24
e-ISSN	17280591
Language	English
Publisher	Taylor & Francis
Publisher Date	2012-10-01
Publisher Place	South Africa
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Discipline Psychology
Content Type	Text
Resource Type	Article
Subject	Developmental and Educational Psychology Clinical Psychology Psychiatry and Mental Health Pediatrics, Perinatology and Child Health

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