The purpose of this study was to analyse the effectiveness of intervention programmes available for learners with dyslexia in mainstream primary schools. A concurrent triangulation design of the mixed methods research approach was employed. Questionnaires were used to collect quantitative data while semi-structured interviews were used to collect qualitative data. A simple random sampling technique was used to select a quantitative sample of 150 teachers. Purposive sampling was used to select the qualitative sample. Quantitative data was analysed through the Statistical Package for Social Sciences (SPSS) version 24. Qualitative data was analysed and interpreted thematically. The study established that there were very limited intervention programmes available for learners with dyslexia at infant than junior level. There were also very few expert teachers to conduct the availed programmes at schools. The study recommends the introduction of more individualised intervention programmes at the infant level and the training of more specialist teachers for reading.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0357/a.php" alt="Hit counter" /></p>

How do researchers and administrators in higher education plan and carry out writing retreats for academic staff? This paper presents a distinctive approach to developing creative writing retreats for academic staff in higher education. We distill lessons from our June 2016 writing retreat, which drew participants from the University of Venda and the University of Limpopo. Responding to the South African Journal of Higher Education's invitation to 're-imagine' writing retreats, we specify the shortcomings of linear writing retreats and discuss how to enhance collaboration, participation, and leadership capacity in planning and carrying out writing retreats. We also focus on an oftneglected yet crucial feature of retreats, follow-up. As we show, our approach offers general insights for creative designing and implementing writing retreats.

No abstract

No abstract

Effective accommodation of all learners in mainstream schools in Africa demands careful use of teaching and learning approaches that have a capacity to influence academic growth of every learner. Therefore, this chapter discusses different didactic approaches that can be adopted in inclusive settings to ensure that the needs of all learners, including those with special educational needs are met. The approaches include multi-sensory, systematic, explicit, diagnostic, differentiated, learner-centered, and distributed teaching approaches. The selection of teaching approaches to deliver certain concepts depends on individual aspects such as learning styles, preferences, and paces of concept mastery. These should also advance the principle of ‘ubuntu', which permeates the entire African social fabric. The chapter further discusses the influence of assessment, knowledge and attitudes of teachers, and a multi-disciplinary team towards effective use of different didactic approaches. A conceptual analysis of words that are considered paramount in this chapter is given as the chapter unfolds.