Diversity and inclusion in rural South African multigrade classrooms

• Published in: International journal of inclusive education Vol. 24; no. 12; pp. 1268 - 1284
• Main Author: Taole, Matshidiso Joyce
• Format: Journal Article
• Language: English
• Published: London Routledge 14.10.2020; Taylor & Francis Ltd
• Subjects: Case studies; Class Size; Classrooms; Cognitive Style; Differentiation; Disadvantaged Schools; Districts; diversity; Elementary School Teachers; Experienced Teachers; Foreign Countries; Grouping (Instructional Purposes); Inclusion; Individualized Instruction; Instructional Effectiveness; instructional strategies; Learning; Multiculturalism & pluralism; multigrade; Multigraded Classes; North and South; Rural areas; Rural Schools; Schools; Student Diversity; Student Evaluation; Teacher Attitudes; Teacher Competencies; Teacher education; Teachers; Teaching; Training; South Africa
• ISSN: 1360-3116; 1464-5173
• DOI: 10.1080/13603116.2018.1520310

Inclusion and diversity are the important factors to consider in teaching contexts which aim to provide quality and relevant education to all learners. Teachers need to ensure that they design learning experiences that are responsive to learners' individual differences and learning styles. This is particularly true in the multigrade context, where learners are at various age and ability levels. The study on which this article is based, aimed to explore the practices which teachers in multigrade classrooms employ and how effective they are in ensuring inclusivity and diversity. A qualitative multi-case study design was employed, with observations and semi-structured interviews serving as data collection instruments. Multigrade primary schools from two districts in the North West province in South Africa participated in the study. Data were analysed using themes. The findings reveal that while the participants used differentiation of assessment and same-grade grouping, class size seemed to be an inhibiting factor in the provision of inclusive classroom activities. Furthermore, the study found that teachers relied heavily on teacher-centred methods, while insufficient resources for effective teaching in a multigrade teaching context compounded this problem. The author recommends that inclusive pedagogies take centre stage in teacher training programmes. In addition, initial teacher training needs to be reviewed to include diversity management and inclusive classrooms. Teachers must possess a repertoire of instructional strategies if they are to meet the needs of the diverse learners in their classrooms.