The Prominence of In-Service Training on the Performance of Special School Teachers in South Africa in the Limpopo Province

Abstract

One of the most pressing concerns surrounding the field of special education is to ensure there are highly qualified quality teachers for students with special needs. So far little attention has been paid to teacher’s training programme which are necessary to upgrade their skills, knowledge and performance and to enable them to be more effective in teaching learners with special needs, particularly in South Africa. The purpose of this study was to investigate the effects of the in-service training (IST) programme for teacher’s who work in special schools and evaluate its effects and appropriateness in South Africa basic education and training system in the Limpopo Province. The study sought to establish the contribution of IST to teacher’s self-development and the effect of the use of South African Sign Language (SASL) and Braille as languages of instructions for teaching learners who are deaf and those with Blindness. The study adopted both quantitative and qualitative design. A sample of fifty (50) male and female teachers from special schools who attended the training in the Limpopo Province participated in this study. The findings show that the majority of teachers has gained knowledge on the use of SASL and Braille in teaching learners with special needs and this will enhance the quality of their teaching practices. Moreover, teachers evaluated the training programme as relevant and appropriate. One of the recommendations was to incorporate training of basic SASL and Braille in teachers training curriculum. Other recommendations include the sustainability of training for the next generation of teachers in special schools.