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

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.

Journal of Child & Adolescent Mental Health 2012, 24(2): 133–147