Barriers to Learning in Full- Service Schools: Perspectives of Teachers and School Leaders

Abstract

This study explored the various variables and obstacles that impeded learning for learners in full-service schools. The purpose of this research project was to examine the constraints to learning that children faced in full-service schools and the challenges that teachers and principals encountered when implementing inclusive teaching strategies to cater to a diverse range of learners with different learning needs. By highlighting these challenges, this study aimed to contribute to the field of inclusive education by shedding light on the barriers that learners in full-service schools in South Africa experienced, both in terms of their initial learning difficulties and the support they received within these schools. Additionally, it investigated the strategies that teachers employed to accommodate these needs. A qualitative research design was adopted for this study, utilizing a case study approach to gain in-depth insights into inclusive education practices. Data was collected from two full-service schools in South Africa—Sunshine High School and Hopefield High School—through semi-structured interviews with teachers and school administrators. Purposive sampling was used to select participants who had direct experience with inclusive education, ensuring that the data gathered were relevant and reflective of real-world challenges. Thematic analysis was employed to identify key themes related to resource constraints, the impact of the medical model of thinking on learners with barriers, and negative parental attitudes towards screening for learning difficulties. Furthermore, the study examined issues such as negative teacher attitudes toward inclusion, under-preparedness due to inadequate pre-service and in-service training, lack of policy alignment, pressures to prioritize academic excellence over inclusivity, and the demands of the CAPS curriculum, which further challenged the implementation of inclusive education. In addition to identifying these challenges, the study highlighted the affordances associated with inclusive education, particularly the role of teacher support in assisting learners and the contribution of school management in fostering inclusive practices. By providing a comprehensive analysis of these factors, the research contributed to the broader discourse on inclusive education and emphasized the urgent need for a paradigm shift toward a more inclusive learning environment that embraced diversity and enabled all learners to reach their full potential.