Diversity and inclusion in rural South African multigrade classrooms

ABSTRACTInclusion and diversity are the important factors to consider in teaching contexts which aim to provide quality and relevant education to all learners. Teachers need to ensure that they design learning experiences that are responsive to learners’ individual differences and learning styles. This is particularly true in the multigrade context, where learners are at various age and ability levels. The study on which this article is based, aimed to explore the practices which teachers in multigrade classrooms employ and how effective they are in ensuring inclusivity and diversity. A qualitative multi-case study design was employed, with observations and semi-structured interviews serving as data collection instruments. Multigrade primary schools from two districts in the North West province in South Africa participated in the study. Data were analysed using themes. The findings reveal that while the participants used differentiation of assessment and same-grade grouping, class size seemed to be an inh...