ArticleAfrican journal of disability2020
Learning support strategies for learners with neurodevelopmental disorders: Perspectives of recently qualified teachers.
Article in African journal of disability, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 1 of them a synthesis that pooled it.
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Who cites it
10 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Stakeholder experiences, attitudes and perspectives on inclusive education for children with developmental disabilities in sub-Saharan Africa: A systematic review of qualitative studies.Autism : the international journal of research and practice · 2022Pooled it
- Stress in teachers of children with neuro-developmental disorders: Effect of blended rational emotive behavioral therapy.Science progress · 2021Trial
- The negative impact of neurodevelopmental disorders and multiple co-occurring conditions on academic performance of school-age children and adolescents.Scientific reports · 2026Article
- Effective mediation strategies for addressing social communication disorder in inclusive primary classrooms: Implications for teacher training.African journal of disability · 2026Article
- Editorial: The use of video games and other technologies as intervention tools in neurodevelopmental disorders: perspectives and challenges.Frontiers in human neuroscience · 2026Article
- Inclusive Strategies for Children With Developmental Disabilities in Mainstream Classrooms in African Countries: A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives.Review of educational research · 2025Article
- Executive Functions and Special Educational Needs and Their Relationship with School-Age Learning Difficulties.Children (Basel, Switzerland) · 2024Article
- Supporting a Tsonga learner living with Bardet-Biedl syndrome, a rare complex disability.African journal of disability · 2023Article
- Inclusion of learners with learning disabilities in the Vaal Triangle mainstream classrooms.African journal of disability · 2023Article
- Artificial Intelligence Enabled Personalised Assistive Tools to Enhance Education of Children with Neurodevelopmental Disorders-A Review.International journal of environmental research and public health · 2022Review
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundInclusive education envisages the improvement of the quality of education for all learners. This further implies that schools must adjust all systems of teaching and learning to accommodate all learners regardless of their diverse needs. The reduction of educational inequalities through inclusive practices is aimed at supporting the accomplishment of academic outcomes for all. Learners presenting with neurodevelopmental disorders (NDDs) place specific requirements on teachers, particularly when they find themselves in mainstream classrooms.
objectivesThis study focused on the learning support strategies used by recently qualified teachers in accommodating learners with NDDs in mainstream classrooms in the Gauteng province of South Africa.
methodA qualitative approach was used to explore the support strategies used by recently qualified teachers in mainstream classrooms when dealing with learners with NDDs. Purposive sampling was used to select six recently qualified teachers from different mainstream classroom. Data were collected using semi-structured interviews, observations and critical incident reports.
resultsThe findings revealed that teachers employ a variety of support strategies such as cooperative learning, peer learning, ability grouping, extensive visual aids and curriculum differentiation in an attempt to support learners. The support provided by the teachers was evident in their performance as learners with NDD were able to learn and understand the lessons irrespective for their barrier to learning.
conclusionContrary to literature findings that teachers do not support learners with diverse needs because of lack of skills, training and knowledge, this study revealed that recently qualified teachers employ a variety of support strategies to support learners with NDDs. However, it appeared that these support strategies were rather general teaching and learning strategies. More support strategies should be applied to help learners with NDD in the mainstream classroom.
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