Exploring the use of remedial education programmes in a Grade 5 class to facilitate inclusive teaching and learning in a Gauteng remedial school

Abstract

This research delved into the intersection of remedial education and inclusive practices within a Grade 5 remedial school in Gauteng, South Africa. The study aimed to understand how remedial education programmes enhance learning outcomes for learners with learning impairments. For ease and convenience, in this qualitative study, the research group comprised educators teaching Grade 5 classes in which all the learners were exposed to remedial education programmes. Grade 5 was furthermore selected because one of the researchers taught in this grade, which meant that the data was readily accessible. Adopting an interpretivist paradigm, the research employed a qualitative method (semi-structured interviews), to gather rich insights from the participating educators. A participatory action research (PAR) approach was used to actively involve participants in identifying and addressing challenges in remedial education. Findings revealed that while remedial education can significantly improve academic performance and social inclusion, challenges such as insufficient support, limited resources, and the need for individualised instruction, persist. To address these issues, the study recommends specialised learning environments, inclusive pedagogy, professional development, learner-centred approaches and collaborative partnerships. By implementing these recommendations, it is anticipated that remedial education can become a more effective and inclusive component of the South African education system (Zajda, 2023).