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Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa:

机译：在南非豪登省的基础阶段教有多样化需求的学习者：

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This qualitative study draws from Bronfenbrennera??s ecological theory, which emphasizes interaction between the systems of education. The study argues that if teachers are able to cater for diversity in their classes, the vision of inclusive education will be realized. Inclusive education requires all learners with the diverse needs to be able to access education and succeed in their schooling careers. Ten teachers who are teaching in the Foundation Phase were purposively selected to form part of the study; data were collected through interviews, observations, and document analysis. Teachers indicated that large classes, lack of parental support, training for teachers, and social problems of the learners were making the teaching of learners with diverse needs challenging. This article focussed on the factors that are considered by teachers in the study as barriers to catering of learners with diverse needs, concluding that if teachers are provided with support, more learners will be able to sail through the system of education.
机译：这项定性研究借鉴了布朗芬布雷纳拉（Bronfenbrennera）的生态理论，该理论强调教育体系之间的相互作用。该研究认为，如果教师能够满足班级的多样性，那么就可以实现全纳教育的愿景。包容性教育要求所有具有各种需求的学习者都能获得教育并成功地完成学业。目的是选择十名在基础阶段教学的老师作为研究的一部分;通过访谈，观察和文档分析收集数据。教师指出，大班制，缺乏父母的支持，对教师的培训以及学习者的社会问题正在使具有多种需求的学习者的教学面临挑战。本文重点关注教师在研究中认为是迎合具有各种需求的学习者的障碍的因素，并得出结论，如果为教师提供支持，则更多的学习者将能够通过教育系统航行。

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