Background: Child development and life outcomes are partly linked to prenatal and maternal conditions such as mother’s age at birth. Thus, the issue of teenage motherhood has attracted significant concern from researchers and policymakers because of its potential implications for children. The existing literature on effects of teenage motherhood on children is typically limited to weight at childbirth. Other studies are mainly descriptive in nature and do not account for selection bias associated with teenage mothers and their deprived environment resulting in their children also being brought up in similar environment.Aim: This article examined the effects of teenage motherhood on child outcomes, specifically on children’s education, economic well-being, reported health status and body mass index (BMI).Setting: Children (0–14 years) of teenage mothers (less than 20 years at first birth) in National Income Dynamics Survey (NIDS) data constitute the subjects under investigation in this study.Methods: Using NIDS data, the study applied pooled regression, random effects model and propensity score matching (PSM) technique to examine the effect of teenage motherhood on child outcomes.Results: The study confirms that the PSM method is more robust to selection bias than pooled regression and random effect techniques. The findings from this study reveal that teenage motherhood significantly increases child grade repetition and economic dependency. However, teenage motherhood association with child health and BMI is found to be insignificant.Conclusions: Teenage motherhood has far-reaching effects on children outcomes, thus proactive, reactive and post-active policies and programmes focusing on minimising the effect of teenage motherhood and enhancing children’s welfare are recommended.
{"title":"Teenage motherhood and child outcomes: Evidence from South Africa","authors":"Godfred Anakpo, Umakrishnan Kollamparambil","doi":"10.4102/sajce.v11i1.972","DOIUrl":"https://doi.org/10.4102/sajce.v11i1.972","url":null,"abstract":"Background: Child development and life outcomes are partly linked to prenatal and maternal conditions such as mother’s age at birth. Thus, the issue of teenage motherhood has attracted significant concern from researchers and policymakers because of its potential implications for children. The existing literature on effects of teenage motherhood on children is typically limited to weight at childbirth. Other studies are mainly descriptive in nature and do not account for selection bias associated with teenage mothers and their deprived environment resulting in their children also being brought up in similar environment.Aim: This article examined the effects of teenage motherhood on child outcomes, specifically on children’s education, economic well-being, reported health status and body mass index (BMI).Setting: Children (0–14 years) of teenage mothers (less than 20 years at first birth) in National Income Dynamics Survey (NIDS) data constitute the subjects under investigation in this study.Methods: Using NIDS data, the study applied pooled regression, random effects model and propensity score matching (PSM) technique to examine the effect of teenage motherhood on child outcomes.Results: The study confirms that the PSM method is more robust to selection bias than pooled regression and random effect techniques. The findings from this study reveal that teenage motherhood significantly increases child grade repetition and economic dependency. However, teenage motherhood association with child health and BMI is found to be insignificant.Conclusions: Teenage motherhood has far-reaching effects on children outcomes, thus proactive, reactive and post-active policies and programmes focusing on minimising the effect of teenage motherhood and enhancing children’s welfare are recommended.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43787489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carlien Vorster, A. Kritzinger, Matemane Lekganyane, Elsabé Taljard, J. van der Linde
Results: Holistic review of test, additional remarks and grammar and phrasing were identified as the most prominent themes of the panel discussion, emphasising the equivalence of the target translation. Conclusion: A South African culturally adapted English version of the M-CHAT-R/F TM is now available along with the preliminary Northern Sotho version of the M-CHAT-R/F TM . The two versions can now be confirmed by gathering empirical evidence of reliability and validity.
{"title":"Cultural adaptation and Northern Sotho translation of the Modified Checklist for Autism in Toddlers","authors":"Carlien Vorster, A. Kritzinger, Matemane Lekganyane, Elsabé Taljard, J. van der Linde","doi":"10.4102/sajce.v12i1.968","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.968","url":null,"abstract":"Results: Holistic review of test, additional remarks and grammar and phrasing were identified as the most prominent themes of the panel discussion, emphasising the equivalence of the target translation. Conclusion: A South African culturally adapted English version of the M-CHAT-R/F TM is now available along with the preliminary Northern Sotho version of the M-CHAT-R/F TM . The two versions can now be confirmed by gathering empirical evidence of reliability and validity.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48828328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carlien Vorster,Alta Kritzinger,Matemane Lekganyane,Elsabe Taljard,Jeannie van der Linde
{"title":"Cultural adaptation and Northern Sotho translation of the Modified Checklist for Autism in Toddlers","authors":"Carlien Vorster,Alta Kritzinger,Matemane Lekganyane,Elsabe Taljard,Jeannie van der Linde","doi":"10.4102/sajce.v11i1.968","DOIUrl":"https://doi.org/10.4102/sajce.v11i1.968","url":null,"abstract":"","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"16 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-29DOI: 10.4102/sajce.v11i1.1050
M. Mncanca, S. Ramsaroop, N. Petersen
Background: Studies in South Africa show a high prevalence of male caregiver absence in the lives of children under the age of 9 years. In this respect, foundation phase teachers are well positioned to provide input and shed light on how schools can contribute towards improving male caregiver involvement in their children’s early education.Aim: This study aimed to explore foundation phase teachers’ views of the involvement of male caregivers in the education and development of young children.Setting: The paper reports on the qualitative phase of a mixed methods study conducted in three township schools near Johannesburg.Methods: Focus group interviews involving a sample of 17 foundation phase teachers were conducted in three schools. An iterative coding process within a generic qualitative data analysis approach was carried out to articulate overarching ideas and themes.Results: The results highlight how teachers’ taken-for-granted gendered assumptions about the roles of females and males in the education and development of foundation phase children and about the children’s care arrangements influence how they communicate with parents, unconsciously alienating male caregivers.Conclusion: Although teachers had not considered the role of male caregivers in the early years of children’s education, they acknowledged that such an undertaking would be beneficial to the learners and the school. Therefore, the authors argue for training aimed at capacitating foundation phase teachers with the essential competencies necessary to galvanise and increase meaningful involvement of male caregivers in the education of learners in pre-service and in-service teacher professional development.
{"title":"Foundation phase teachers’ views of the involvement of male caregivers in young children’s education","authors":"M. Mncanca, S. Ramsaroop, N. Petersen","doi":"10.4102/sajce.v11i1.1050","DOIUrl":"https://doi.org/10.4102/sajce.v11i1.1050","url":null,"abstract":"Background: Studies in South Africa show a high prevalence of male caregiver absence in the lives of children under the age of 9 years. In this respect, foundation phase teachers are well positioned to provide input and shed light on how schools can contribute towards improving male caregiver involvement in their children’s early education.Aim: This study aimed to explore foundation phase teachers’ views of the involvement of male caregivers in the education and development of young children.Setting: The paper reports on the qualitative phase of a mixed methods study conducted in three township schools near Johannesburg.Methods: Focus group interviews involving a sample of 17 foundation phase teachers were conducted in three schools. An iterative coding process within a generic qualitative data analysis approach was carried out to articulate overarching ideas and themes.Results: The results highlight how teachers’ taken-for-granted gendered assumptions about the roles of females and males in the education and development of foundation phase children and about the children’s care arrangements influence how they communicate with parents, unconsciously alienating male caregivers.Conclusion: Although teachers had not considered the role of male caregivers in the early years of children’s education, they acknowledged that such an undertaking would be beneficial to the learners and the school. Therefore, the authors argue for training aimed at capacitating foundation phase teachers with the essential competencies necessary to galvanise and increase meaningful involvement of male caregivers in the education of learners in pre-service and in-service teacher professional development.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42336745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Research has provided evidence about the negative impact of school bullying on the academic performance of primary school children, but studies on the prevalence of school bullying and numeracy performance of children are very scant.Aim: This study aimed to investigate the prevalence of school bullying and numeracy performance among primary school children, and its implications for school-based interventions.Setting: The sample comprised 435 children (56.3% females and 43.7% males; Grades 1–7; median age = 11 years) attending six primary schools in three different education districts in Johannesburg, South Africa.Method: The children self-reported their experience of bullying by peers through a questionnaire. In addition, they completed numeracy tests. For children aged 6 to 9 years, the questionnaire was completed with the assistance of trained field workers.Results: The results following a linear regression with multiple predictors indicated that numeracy was significantly associated with contextual variables such as grade and home language. Bullying was strongly associated with socio-economic indicators such as school quintile and regional situation. These variables are important in early school support interventions directed at improving learner numeracy performance in the primary school.Conclusion: The results show a relatively high percentage of bullying in primary schools in the Johannesburg region. The performance in numeracy was significantly associated with the grade and home language of the learner. Contextual variables related to socio-economic situation of learners such as school quintiles and regional situation had strong associations with bullying.
{"title":"Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions","authors":"Jace Pillay","doi":"10.4102/sajce.v11i1.956","DOIUrl":"https://doi.org/10.4102/sajce.v11i1.956","url":null,"abstract":"Background: Research has provided evidence about the negative impact of school bullying on the academic performance of primary school children, but studies on the prevalence of school bullying and numeracy performance of children are very scant.Aim: This study aimed to investigate the prevalence of school bullying and numeracy performance among primary school children, and its implications for school-based interventions.Setting: The sample comprised 435 children (56.3% females and 43.7% males; Grades 1–7; median age = 11 years) attending six primary schools in three different education districts in Johannesburg, South Africa.Method: The children self-reported their experience of bullying by peers through a questionnaire. In addition, they completed numeracy tests. For children aged 6 to 9 years, the questionnaire was completed with the assistance of trained field workers.Results: The results following a linear regression with multiple predictors indicated that numeracy was significantly associated with contextual variables such as grade and home language. Bullying was strongly associated with socio-economic indicators such as school quintile and regional situation. These variables are important in early school support interventions directed at improving learner numeracy performance in the primary school.Conclusion: The results show a relatively high percentage of bullying in primary schools in the Johannesburg region. The performance in numeracy was significantly associated with the grade and home language of the learner. Contextual variables related to socio-economic situation of learners such as school quintiles and regional situation had strong associations with bullying.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48262988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-22DOI: 10.4102/sajce.v11i1.1075
Loide K.S. Abiatal,Grant R. Howard
No abstract available.
没有摘要。
{"title":"Erratum: Constructivism-led assistive technology: An experiment at a Namibian special primary school","authors":"Loide K.S. Abiatal,Grant R. Howard","doi":"10.4102/sajce.v11i1.1075","DOIUrl":"https://doi.org/10.4102/sajce.v11i1.1075","url":null,"abstract":"No abstract available.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"28 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-22DOI: 10.4102/sajce.v11i1.1074
Annaly M. Strauss, K. Bipath
No abstract available.
没有可用的摘要。
{"title":"Erratum: Expanding vocabulary and sight word growth through guided play in a pre-primary classroom","authors":"Annaly M. Strauss, K. Bipath","doi":"10.4102/sajce.v11i1.1074","DOIUrl":"https://doi.org/10.4102/sajce.v11i1.1074","url":null,"abstract":"No abstract available.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42181621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-18DOI: 10.4102/sajce.v11i1.1022
Joseph Calvin Gagnon, F. Sylvester, K. Marsh
Background: Positive behavioural interventions and supports (PBIS) is a framework that aligns with the South African Department of Education’s Alternatives to Corporal Punishment.Aim: The aim of this study is to provide a snapshot of the extent to which policies and practices in a disadvantaged South African primary school align with PBIS.Setting: The study was conducted at a South African primary school with grades kindergarten to Grade 7 in an urban disadvantaged community.Methods: Twenty-eight teachers, administrators and non-educational school staff completed a survey that addressed: (1) common behaviour problems; (2) the extent to which the school implements five core features of PBIS and (3) the existence of a crisis prevention and intervention plan.Results: In this disadvantaged school, there is little evidence that (1) a cohesive, evidence-based schoolwide behaviour plan exists that includes multi-tiered systems of support; (2) staff have the expertise to implement a positive and proactive behaviour plan or are provided adequate professional development; (3) staff follow the plan and are held accountable for following it and (4) a representative leadership team provides oversight and direction regarding the plan by using learner behaviour data.Conclusion: The results indicate that there is a lack of multi-tiered systems of behavioural support and a continued reliance on reactive and punitive approaches to learner behaviour. Moreover, staff do not adhere to the schoolwide behaviour plan, are not held accountable for doing so, and need training in key areas of behaviour management.
{"title":"Alignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School","authors":"Joseph Calvin Gagnon, F. Sylvester, K. Marsh","doi":"10.4102/sajce.v11i1.1022","DOIUrl":"https://doi.org/10.4102/sajce.v11i1.1022","url":null,"abstract":"Background: Positive behavioural interventions and supports (PBIS) is a framework that aligns with the South African Department of Education’s Alternatives to Corporal Punishment.Aim: The aim of this study is to provide a snapshot of the extent to which policies and practices in a disadvantaged South African primary school align with PBIS.Setting: The study was conducted at a South African primary school with grades kindergarten to Grade 7 in an urban disadvantaged community.Methods: Twenty-eight teachers, administrators and non-educational school staff completed a survey that addressed: (1) common behaviour problems; (2) the extent to which the school implements five core features of PBIS and (3) the existence of a crisis prevention and intervention plan.Results: In this disadvantaged school, there is little evidence that (1) a cohesive, evidence-based schoolwide behaviour plan exists that includes multi-tiered systems of support; (2) staff have the expertise to implement a positive and proactive behaviour plan or are provided adequate professional development; (3) staff follow the plan and are held accountable for following it and (4) a representative leadership team provides oversight and direction regarding the plan by using learner behaviour data.Conclusion: The results indicate that there is a lack of multi-tiered systems of behavioural support and a continued reliance on reactive and punitive approaches to learner behaviour. Moreover, staff do not adhere to the schoolwide behaviour plan, are not held accountable for doing so, and need training in key areas of behaviour management.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42687041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-22DOI: 10.4102/sajce.v11i1.1011
Kathleen Fonseca
Background: During their university studies, student teachers are equipped for the teaching profession in various domains of knowledge and practice. In addition to learning pedagogic skills for practice purposes, they also expand their knowledge of the subjects that they will teach. In mathematics teacher education, one important principle is that the content of the subject must, somehow, be fused with the pedagogy in what has become known as mathematical knowledge for teaching (MKT). Although several studies have been conducted about students’ performance of MKT, there is little research in South Africa about how students routinely experience the coursework itself. In this study, I argue that mathematics knowledge and skills should ideally precede the teaching of pedagogy, for reasons of communicating the concepts clearly and for building a foundation of mathematical thinking prior to practising teaching skills.Aim: To find out what the student teachers’ self-reported experience of one component of a mathematics content course are, namely their engagement with problem-solving tasks.Methods: A qualitative case study of student teachers’ learning, with the primary source of data, the student teachers’ reflective journal entries. Data were analysed through coding, categorising and thematised mindful of the MPSKT framework.Results: The findings indicated that, whilst the students’ understanding of the processes of problem-solving was deepened during the course, matters of pedagogy arose spontaneously.
{"title":"Self-reported mathematical problem-solving skills of future mathematics teachers","authors":"Kathleen Fonseca","doi":"10.4102/sajce.v11i1.1011","DOIUrl":"https://doi.org/10.4102/sajce.v11i1.1011","url":null,"abstract":"Background: During their university studies, student teachers are equipped for the teaching profession in various domains of knowledge and practice. In addition to learning pedagogic skills for practice purposes, they also expand their knowledge of the subjects that they will teach. In mathematics teacher education, one important principle is that the content of the subject must, somehow, be fused with the pedagogy in what has become known as mathematical knowledge for teaching (MKT). Although several studies have been conducted about students’ performance of MKT, there is little research in South Africa about how students routinely experience the coursework itself. In this study, I argue that mathematics knowledge and skills should ideally precede the teaching of pedagogy, for reasons of communicating the concepts clearly and for building a foundation of mathematical thinking prior to practising teaching skills.Aim: To find out what the student teachers’ self-reported experience of one component of a mathematics content course are, namely their engagement with problem-solving tasks.Methods: A qualitative case study of student teachers’ learning, with the primary source of data, the student teachers’ reflective journal entries. Data were analysed through coding, categorising and thematised mindful of the MPSKT framework.Results: The findings indicated that, whilst the students’ understanding of the processes of problem-solving was deepened during the course, matters of pedagogy arose spontaneously.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49449019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-22DOI: 10.4102/sajce.v11i1.1023
Sattiavany Veerabudren, A. Kritzinger, Savila T. Ramasawmy
Background: Although Mauritius has adopted an inclusive education policy for learners with special education needs, it has not yet been implemented. Little is known about how teachers support learners experiencing reading and writing difficulties (RWD) in mainstream government primary schools.Aim: The aim of the study was to describe the perspectives of mainstream primary school teachers in Mauritius about learners with RWD and inclusive education.Setting: The data collection took place at the respective schools selected for the study.Methods: A total of 100 teachers from randomly selected schools in Zone 2, an area with urban and rural schools in Mauritius, were recruited to complete a questionnaire.Results: The results show that almost all participants had encountered learners with RWD, but they had no training in RWD or specific learning disorders. Thus, participants had inadequate perspectives about the causes, identification and intervention of RWD. By far, the majority of participants viewed special education schools as the best learning environment for learners with RWD and inclusive education as detrimental to learners with RWD. However, the same number of participants (81.8%) agreed that extensive teacher retraining will facilitate the integration of learners with RWD in regular schools. Younger participants were more interested in training and more experienced teachers tended to view learners with RWD more positively.Conclusion: The study supports the need for in-service training of mainstream primary school teachers in RWD and inclusive education and to include the topics in the curriculum of future teachers.
{"title":"Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius","authors":"Sattiavany Veerabudren, A. Kritzinger, Savila T. Ramasawmy","doi":"10.4102/sajce.v11i1.1023","DOIUrl":"https://doi.org/10.4102/sajce.v11i1.1023","url":null,"abstract":"Background: Although Mauritius has adopted an inclusive education policy for learners with special education needs, it has not yet been implemented. Little is known about how teachers support learners experiencing reading and writing difficulties (RWD) in mainstream government primary schools.Aim: The aim of the study was to describe the perspectives of mainstream primary school teachers in Mauritius about learners with RWD and inclusive education.Setting: The data collection took place at the respective schools selected for the study.Methods: A total of 100 teachers from randomly selected schools in Zone 2, an area with urban and rural schools in Mauritius, were recruited to complete a questionnaire.Results: The results show that almost all participants had encountered learners with RWD, but they had no training in RWD or specific learning disorders. Thus, participants had inadequate perspectives about the causes, identification and intervention of RWD. By far, the majority of participants viewed special education schools as the best learning environment for learners with RWD and inclusive education as detrimental to learners with RWD. However, the same number of participants (81.8%) agreed that extensive teacher retraining will facilitate the integration of learners with RWD in regular schools. Younger participants were more interested in training and more experienced teachers tended to view learners with RWD more positively.Conclusion: The study supports the need for in-service training of mainstream primary school teachers in RWD and inclusive education and to include the topics in the curriculum of future teachers.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47033132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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