Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius

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:...

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Autores principales:	Sattiavany Veerabudren, Alta Kritzinger, Savila T. Ramasawmy
Formato:	article
Lenguaje:	EN
Publicado:	AOSIS 2021
Materias:	reading and writing difficulties perspectives teachers inclusive education mauritius mainstream government primary schools speech-language therapist special education needs Special aspects of education LC8-6691 Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/afab206012914e30b5f941ec160ab6a3
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spelling	oai:doaj.org-article:afab206012914e30b5f941ec160ab6a32021-11-24T07:47:11ZTeachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius2223-76742223-768210.4102/sajce.v11i1.1023https://doaj.org/article/afab206012914e30b5f941ec160ab6a32021-10-01T00:00:00Zhttps://sajce.co.za/index.php/sajce/article/view/1023https://doaj.org/toc/2223-7674https://doaj.org/toc/2223-7682Background: 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.Sattiavany VeerabudrenAlta KritzingerSavila T. RamasawmyAOSISarticlereading and writing difficultiesperspectivesteachersinclusive educationmauritiusmainstream government primary schoolsspeech-language therapistspecial education needsSpecial aspects of educationLC8-6691Theory and practice of educationLB5-3640ENSouth African Journal of Childhood Education, Vol 11, Iss 1, Pp e1-e10 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	reading and writing difficulties perspectives teachers inclusive education mauritius mainstream government primary schools speech-language therapist special education needs Special aspects of education LC8-6691 Theory and practice of education LB5-3640
spellingShingle	reading and writing difficulties perspectives teachers inclusive education mauritius mainstream government primary schools speech-language therapist special education needs Special aspects of education LC8-6691 Theory and practice of education LB5-3640 Sattiavany Veerabudren Alta Kritzinger Savila T. Ramasawmy Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius
description	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.
format	article
author	Sattiavany Veerabudren Alta Kritzinger Savila T. Ramasawmy
author_facet	Sattiavany Veerabudren Alta Kritzinger Savila T. Ramasawmy
author_sort	Sattiavany Veerabudren
title	Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius
title_short	Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius
title_full	Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius
title_fullStr	Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius
title_full_unstemmed	Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius
title_sort	teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in mauritius
publisher	AOSIS
publishDate	2021
url	https://doaj.org/article/afab206012914e30b5f941ec160ab6a3
work_keys_str_mv	AT sattiavanyveerabudren teachersperspectivesonlearnerswithreadingandwritingdifficultiesinmainstreamgovernmentprimaryschoolsinmauritius AT altakritzinger teachersperspectivesonlearnerswithreadingandwritingdifficultiesinmainstreamgovernmentprimaryschoolsinmauritius AT savilatramasawmy teachersperspectivesonlearnerswithreadingandwritingdifficultiesinmainstreamgovernmentprimaryschoolsinmauritius
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Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius

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