https://ir.unisa.ac.za/handle/10500/29860 Tue, 12 May 2026 23:05:36 GMT 2026-05-12T23:05:36Z https://ir.unisa.ac.za/handle/10500/32316 Teaching Deaf learners in multi-grade classes: Perceptions from a rural Mpumalanga special school Chauke, Margaret; Ledwaba, Gloria Raesetja; Motitswe, Jacomina Mokgadi Christine Background: Teaching Deaf learners in multigrade classes contributes to learning challenges and requires implementation of curriculum differentiation. However, limited South African Sign Language (SASL) proficiency and learning resources hinder inclusive education in special schools. Objectives: This study aimed to explore teachers’ perceptions in supporting Deaf learners in multigrade classrooms, focusing on challenges and teaching strategies for inclusive education. Method: A qualitative approach with a descriptive phenomenological design was used. Six teachers from a special school were selected using purposive sampling. Data collection involved focus group discussions, classroom observations, document analysis, and field notes. Thematic analysis was employed to generate findings. Results: Teachers face persistent challenges, including inadequate resources, limited SASL proficiency, and insufficient professional development. To address these challenges, they employ multimodal teaching strategies, advocate for enhanced SASL training, and integrate visual aids to foster inclusive learning. Conclusion: Teachers used gestures, assistive technologies and visual aids in supporting Deaf learners. The Department of Basic Education should implement structured SASL training, expand access to assistive technologies, and develop an inclusive curriculum tailored to Deaf learners’ needs. Continuous professional development and systematic monitoring are essential for improving teacher effectiveness and promoting inclusive education. Contribution: This study contributes to the understanding of teacher experiences in supporting Deaf learners in multigrade classes, systemic barriers and adaptive strategies they employ to manage multigrade deaf education. Furthermore, the findings of this study will inform future teacher training on the use of SASL and provide policy recommendations to improve curriculum differentiation. Keywords: Deaf learners; multi-grade classrooms; South African Sign Language; asset-based approach; curriculum differentiation; inclusive education. Fri, 24 Oct 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32316 2025-10-24T00:00:00Z https://ir.unisa.ac.za/handle/10500/32315 South African teachers’ perceptions of their mediator role during the COVID-19 pandemic Chauke, Margaret Abstract The role of teachers in the classroom is crucial for guiding learners towards achieving learning outcomes. With the study reported on here I explored the role of Grade 6 teachers in South Africa as mediators during the COVID-19 pandemic, specifically focusing on their ability to facilitate online teaching. The research was grounded in Vygotsky’s (1978a) theory of the zone of proximal development (ZPD), with particular emphasis on Valsiner’s (1997) interpretation of the ZPD as framework for mediating online teaching. An interpretive paradigm was adopted to understand teachers’ perspectives on online teaching and how they facilitated their roles during the COVID-19 pandemic. A qualitative research approach was used, with data collected through semi-structured interviews, field notes, audio recordings, non-participatory observations, and document analysis. Thematic analysis was employed to analyse the data. The findings from this study contribute to a deeper understanding of teachers’ perceptions of their mediator role during the COVID-19 pandemic. The findings further reveal that teachers faced challenges due to insufficient training in digital technology, which hindered their ability to mediate online teaching effectively. I recommend that for effective teaching, as experienced during COVID-19, to take place, the Department of Education should prioritise teacher training in digital resources and inclusive teaching practices to optimise information and communication technology. Keywords: COVID-19 pandemic; curriculum differentiation; full-service schools; mediation; scaffolding; zone of proximal development Thu, 01 May 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32315 2025-05-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32314 Factors contributing to poor academic achievement among learners in the Intermediate Phase at primary schools in Klerksdorp Chauke, Margaret; Morelle, Mokwena Abstract Poor academic achievement among learners in the Intermediate Phase at primary schools is a pressing concern that demands urgent attention. With the study reported on here we explored the factors contributing to this issue in the Klerksdorp area, drawing on the insight of 6 purposively selected teachers. The constructivist theory of learning, zone of proximal development, underpins the study. We followed a qualitative approach, using semi-structured interviews, field notes, audio recordings, observations, and document analysis to gather data. Thematic analysis was conducted to identify recurring patterns and themes. The findings reveal that teachers attributed learners’ academic difficulties to ineffective teaching strategies, inadequate support from subject advisors, and limited professional development opportunities for teachers. These challenges hinder effective teaching and exacerbate the decline in academic performance, particularly in the Intermediate Phase at primary schools in Klerksdorp. With the study we emphasise the need for targeted interventions to enhance teaching practices, establish robust support systems, and improve ongoing professional development, all aimed at reversing the decline in learners’ academic achievement. Keywords: academic achievement; Intermediate Phase; learners; quality education; zone of proximal development Fri, 01 Aug 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32314 2025-08-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32313 Educators’ adaptive assessment procedures in teaching English First Additional Language in Grade 6 inclusive classrooms in South Africa Chauke, Margaret; Tabane, Ramodungoane Primary school educators in South Africa often experience difficulties in applying recommended adaptive assessment methods in large multilingual classes, with these challenges being exacerbated when teaching and assessing English as First Additional Language (EFAL). In this article, we report on a study that explored Grade 6 educators’ knowledge and use of adaptive assessment methods when teaching EFAL. The national Policy on Screening, Identification, Assessment and Support ([SIAS] Department of Basic Education [DBE], Republic of South Africa [RSA], 2014) underpins our study as a theoretical framework. We followed a qualitative research approach to examine the knowledge as well as the classroom practices of 6 purposively selected educators who taught EFAL. The study was grounded in the interpretivist paradigm and investigated educators’ lived experiences integrating adaptive assessment procedures into the teaching of EFAL in Grade 6 inclusive classrooms. We relied on semi-structured interviews, observation, and document analysis to collect data and performed thematic analysis to identify, analyse and report repeated patterns. The findings from our study indicate that the participating educators perceived their training in inclusive education and their use of adaptive assessment methods as inadequate, especially in the context of large, under-resourced classrooms. As a result, we recommend that educators should receive the necessary support from the school-based support teams and the district-based support teams to use adaptive assessment methods when teaching EFAL. Keywords: adaptations; assessment; barriers to learning; English First Additional Language; inclusive classrooms; Policy on Screening, Identification, Assessment and Support (SIAS) Thu, 01 Aug 2024 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32313 2024-08-01T00:00:00Z