Search

Background: In this article, an analysis is done of the out of school factors of Foundation Phase learners that could influence the proper development of these learners' language abilities. Specific reference is made to the home environment of Foundation Phase learners in rural Mpumalanga. Aim: This article aims to draw attention to the fact that there are many factors in the out-of-school environment of Foundation Phase learners that could influence the young learners' ability to develop their language skills and language abilities well. Setting: This article relates to the out-of-school environment of Foundation Phase learners with specific reference to the influence of the environment at home of Foundation Phase learners in four schools in rural Mpumalanga. Bronfenbrenner's ecological system's theory is incorporated as it explains the home environment as the microsystem in a child's life. The home is the place where a child's first and vital education takes place and where the acquisition of language skill begins. Methods: In this article, sections from a qualitative research project, as well as a literature review were used. Results: The results show that there are many factors in the out-of-school environment of Foundation Phase learners that could influence the development of the learners' language skills and language abilities. Conclusion: The authors argue that if teachers and other school staff members are aware of the many aspects arising from the out-of-school environment that could influence young learners' well-being and progress, especially with regard to language abilities at school, they could help to address and overcome the unconstructive language influences in the lives of their young custodians.

Background: South African primary school learners have participated in several national and international literacy (reading and writing) studies that measure learners' achievement in different grades and at different intervals. Numerous scholars have analysed the results of these assessments. We extended their analyses by investigating the grade coverage and the aspects of literacy that were included in these assessments, as well as whether the learners' home language impacts their results. Aim: The authors aim to determine how reliable the results of these assessments are in improving and informing policies relating to literacy teaching in primary schools and to provide recommendations to improve the administration of literacy assessments. Method: Literature on various national and international literacy studies that were conducted in South African primary schools from 2000 to 2016 was identified and analysed according to grade, province, languages in which the assessments were conducted, aspects of literacy that were included in the assessments and the accuracy of the results. Results: The analysis provides evidence that suggests that most literacy assessments target learners in the Intermediate Phase (Grades 4-6) and are not available in all 11 South African official languages. Presently, there are no large-scale literacy assessments for Foundation Phase (Grades 1-3) learners. Moreover, the results of these assessments do not provide us with reliable information about literacy levels in the country because there are vast discrepancies in assessment scores. Conclusion: This article highlights the importance of obtaining reliable information in determining literacy levels in the country and in informing decisions regarding literacy-related policies.

This article is based on joint research, between academics from South Africa and Sweden, comparing the influence of South African and Swedish teachers' attitudes towards the practical application of inclusive education (IE) in the classroom. The aim of the study was to identify and investigate problem areas pertaining to teachers' attitudes to IE. Attitudes often relate to interaction with others. This study departs from Festiger's theory of cognitive dissonance, which deals with the influence of people's attitudes and attitude change. In this research teachers from South Africa and Sweden completed the same questionnaire on perceptions pertaining to IE in their school system. A number of attitude-constructs were derived from the data via exploratory factor analysis methodology. Attitude-constructs included policy issues and specialised support; practical implementation of IE; teacher support structures; teachers' receptiveness of IE implementation; feasibility of proposed IE practices; and role of special schools in an IE environment. Negative responses to some of the attitude constructs identified problem areas in Swedish and South African inclusive systems. The comparative nature of the work enabled the researchers to suggest remedial action within each country's socio-economic setting, and in this way affect change in teacher attitudes.

In line with international trends in education, South Africa has embraced inclusive education as the means by which learners who experience barriers to learning will be educated. As inclusion is beginning to be realised in South African schools, a gap in the emerging research base on inclusive education is that of inclusion in the independent sector. A study was undertaken to establish the extent to which learners who experience barriers to learning are included in independent schools belonging to ISASA (the largest independent schools association in South Africa) and the practices that facilitate inclusion. The results of a survey administered to principals were analysed quantitatively and reveal that most ISASA schools include learners who experience various barriers to learning and employ inclusive practices that are described in the international literature. We report on salient aspects emerging from the study and focus on the diversity of learners found in ISASA schools, as well as the inclusive practices found at school-wide, classroom, and individual levels. The practices described are the provision of on-site specialist personnel, support for teachers, building modifications to ensure access by persons using wheelchairs and various instructional practices and assessment adaptations. Recommendations arising from the study may give direction to South African schools pursuing inclusivity.

This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro-inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden.