Browsing by Author "Ndinisa, Sibusisiwe."

Now showing 1 - 2 of 2

Supporting learners who experience barriers to learning : a case study of a full-service school at Umlazi District.
(2016) Ndinisa, Sibusisiwe.; Ntombela, Sithabile Surprise.; Mweli, Patrick.
Education qualifies and equips us to move forward in life with confidence and skills to manage ourselves. It is, therefore, imperative that everyone accesses it whether they have a disability or not. Education is a right, not a privilege that is why all of us should be able to enjoy it without fear or favour. Some of us, if not all of us, experience barriers to learning one way or the other. This study investigated what teachers consider as barriers to learning, how teachers support learners who experience barriers during teaching and learning, and lastly, it identified strategies that teachers use in supporting these learners. Using a qualitative methodology and an interpretive research paradigm, the study employed focus group interviews and questionnaires to gain insight into how teachers support learners experiencing barriers to learning every day in the classroom. Barriers these teachers deal with include academic barriers (language), physical barriers, socio-economic factors, physical, emotional and sexual abuse, psychological problems, lack of parental involvement and minimal or inadequacy of resources. Teachers, therefore, use different strategies in supporting learners and these include remediation, extra tuition, individual attention and/or group work. The approach that was chosen for this study is a case study. Purposive and convenience sampling were employed to select the six participants who participated in this study voluntarily. Questionnaires and focus group interviews were the data collection techniques employed. The findings show that although teachers are willing to support learners, they experience challenges when it comes to implementing this policy because of resource scarcity as well as minimal support from the Department of Education and parents. This is a major challenge for them in properly supporting learners because they themselves need support.
Teachers’ views on the psychological influence of COVID - 19 on underprivileged primary school learners.
(2023) Naicker , Natlee.; Ndinisa, Sibusisiwe.
In March 2020, South Africa had its first positive case of the deadly Corona virus (COVID-19). This was an unknown virus that had taken the livelihoods of many individuals. Not only did this virus steal the lives of loved ones, it had shifted and changed the growing mind of young learners and placed a hurdle in the way of the academics and future of our young learners. This study has therefore sought to explore the psychological influence of Covid-19 on underprivileged primary school learners from the teachers’ point of view. We had to adhere to Covid-19 protocols and data could not be generated in person. The study adopted a case study design drawing on an interpretive approach. A total of five teachers in one school were selected using a purposive sampling method and one on one focus group interviews and questionnaires were used to conduct this research. Upon gathering the data which was thematically analysed, the conflict theory was the lens through which the data was viewed through. The findings revealed that many learners have been psychologically affected due to Covid-19 mostly as a result of their financial standing in society, which had made it much harder for these learners to accesses the resources needed to cope well. Further, it became evident that Covid-19 has brought about a decrease in the mental well-being of young learners. Through remediation and support it may be possible to assist the affected learners to mental health.