Teachers’ challenges in supporting learners with learning difficulties in mainstream classroom at a selected primary school in Oshana region, Namibia

Abstract

Teachers supporting learners with learning difficulties face numerous challenges in schools. The study investigated the challenges faced by teachers in supporting learners with learning difficulties in mainstream classrooms at a selected primary school in Oshana region, Namibia. The study sort to identify relevant instructional teaching strategies that teachers may use to provide effective support to learners with learning difficulties in mainstream classrooms. The researchers used a qualitative case study approach to examine one elementary school in Oshana region. Ten teachers were selected using a criterion sampling strategy. Data was gathered through in-depth semi-structured interviews with the help of interview guide. The collected data was analysed and interpreted using a thematic approach. Findings of the study showed that there were a number of variables that contribute to this issue, including large class sizes, diverse set of abilities among learners, lack of resources, and insufficient time for specialized instruction. The study found that there were a number of potential solutions that could assist teachers in coping with their challenges. The research found that although teachers had positive attitudes toward including learners with learning difficulties in their classrooms, it appeared that they lacked the necessary knowledge and skills on how to support these learners because they were not trained on inclusive education discourse. This was the case despite the fact that teachers had positive attitudes toward including learners with learning difficulties in their classrooms. The findings of the study prompted the researchers to draw the conclusion and advocate for in-service training as well as strong advocacy in order to ensure that the Sector Policy on Inclusive Education is effectively implemented in all schools across Namibia.