The inclusiveness of mixed ability grouping in Johannesburg primary schools

Abstract

Inclusive educationSouth African classrooms generally accommodate learners who are diverse in terms of age, socio-economic statuses, historical background, gender, sexual preference, ability and interests, amongst other differences (Van Vuuren, Van der Westhuizen & Van der Walt 2016). This has sparked immense interest on how classroom pedagogic practices are capable of addressing the needs of diverse learners in the regular classrooms in light of policy on inclusion.Inclusive education is grounded in the need to respect learner differences without compromising quality education for others based on prejudices stemming from what makes them different (Florian 2015). South Africa as a signatory to world conventions on inclusive education like UNESCO (1994) adopted Education White Paper 6 in 2001 to serve as a guide to the implementation of inclusive education in the country. Fundamentally, the South African Education White Paper 6 (2001), firmly states that: (1) needs of all learners must be met in the classrooms; (2) differences in learners should be respected; and (3) attitudes and teaching methods must change to meet the needs of all learners (DoE 2001). Attaining these goals requires classroom pedagogical shifts from approaches that deliberately target learners with 'additional needs' to learning for all (Florian & Black-Hawkins 2011).Modern-day studies reveal different grouping patterns as classroom pedagogic approaches that are practised internationally which include ability grouping (Ramberg 2014), mixed ability Background: South Africa adopted the policy on inclusive education in 2001 that aimed at offering quality and equity in education to all learners, as well as addressing their diverse needs in the classrooms despite their differences. Mixed ability grouping is one of the commonly used classroom practices in the schools, but little is known on how it reflects on principles of inclusivity. Aim:The study aimed to explore how mixed ability grouping reflects on inclusivity as one of the commonly used classroom practices.Setting: This qualitative study embedded in descriptive phenomenology was carried out in six selected primary schools of Johannesburg's Metropolitan region of South Africa.Methods: Six participants and their classrooms were purposefully sampled, and data were collected through observations and in-depth interviews with each individual participant. Data were analysed thematically and the organisation of the emerging themes was informed by Florian and Black-Hawkins' model on inclusive pedagogy.Results: Findings of this study revealed that mixed ability grouping takes into account learners' levels of academic performance, gender parity, age of learners, as well as learners' backgrounds leading to diverse learners accepting one another in the classrooms. However, there are challenges in providing differentiated instruction, using appropriate teaching/learning media, and opportunities for individualised instruction according to learner needs. Conclusion:The study argues that for mixed ability group...