February 2018

Teacher centered dominated approaches: Their implications for today’s inclusive classrooms

This study is an exploration on the kind of approaches teachers use in their schools and/or classrooms to deliver instruction in inclusive classrooms particularly whether or not learners who have LD benefit from these approaches. Six primary schools in urban, semi-urban and rural areas were randomly selected and data was collected through classroom observations, interviews and document analysis. Fourteen participants...

Author(s): Otukile-Mongwaketse Mpho