Samenvatting

The inclusive education in the townships of South Africa is very pour. The policies are there but the effectively implementation is still not installed. At the Dambuza primary school is this a problem as well. To get a broad and clear view how the Dambuza primary school works
with the (special) educational needs that learners have is this researched and are there improvement points for the Dambuza primary school. The Dambuza primary school can’t handle the (special) educational needs. The teachers have to identify the learners but don’t have enough knowledge to observe the right signals
what causes that the learners stay at school, forced in the main stream. The teachers don’t use the different ways of differentiation, a group overview of plan and don’t have S.M.A.R.T. goals. The teachers don’t use the above methods because they don’t know how to work with those methods and don’t see currently the advantages of those methods.

The teachers, parents and children are all prepared to work with the (special) educational needs that the learners have. The teachers want to achieve more knowledge and want to learn more about the different methods so they can use them in their lessons. The parents are willing to help at the school and learn more about special education and the different (special) educational needs so they can also work at home with their children.

The different methods that can be used at the Dambuza primary school to increase working with the (special) educational needs are explained in the research and to the teachers. The teachers all say that it is important to work with the (special) educational needs that children have and get the formats who are made to help them and to help the implementation of the recommendations.