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In 2001, the government of Lesotho increased access to schooling for all learners by incrementally eliminating school fees in primary schools. As a result, the admission of children with learning disabilities (LD) in primary schools also increased. Despite these important gains in the restructuring of the education system towards full inclusion during the past two decades, the national policy on teacher training and implementation and school- and classroom-based challenges, remain. Data for this qualitative study were generated through meetings with two groups of participants (Grade 1 teachers). Free-attitude interviews were also conducted in the meetings to conduct an in-depth investigation in the study and the generated data were analysed using conversation analysis. The study concludes that all identified challenges are surmountable and therefore require careful planning, dedicated effort and financial assistance to enable teachers to act as a driving force for inclusive schooling.

This paper explored the causes of challenges of learner support in the foundation phase in Ekurhuleni South district. The goal of the study is to comprehend the fundamental causes of the challenges in delivering effective instruction to students. A purposive sampling technique was employed to choose fourteen teachers to participate in the study. Focus groups and semi-structured interviews were the two techniques employed to gather data. Moreover, data analysis was done using qualitative content analysis. Two factors that contribute to difficulties with student support are teacher shortages and crammed classrooms. Together, these difficulties show how important it is for teachers, department heads, and members of the community at large to work diligently and together to remove these obstacles and create an inclusive learning environment where every student has an equal opportunity to succeed. Teachers must complete inclusive education training to confidently carry out the SIAS policy processes, which include screening, identification, assessment, and the provision and monitoring of support during teaching and learning in the classroom. It is essential to provide adequate classroom space through infrastructure development and wise resource allocation to create an environment that promotes the hiring of student support instructors and the provision of the greatest possible help to students.

The concept of Assistant Teachers is new in South Africa. This concept was brought to South Africa during the COVID-19 pandemic. The introduction of assistant teachers in South Africa was an intervention in teaching and learning and in curbing youth unemployment. The assistant teachers are viewed as strangers in a school setting. Teachers and learners need to figure out their roles. South African teachers need assistance in classrooms to provide high standards of education. Using a qualitative research method, the study investigated the perceptions of principals, teachers, and learners of assistant teachers in secondary schools at Maleboho Central Circuit, Capricorn District, in Limpopo Province. The study used purposive sampling as a non-probability sampling technique procedure to select participants. The study sample comprised six learners, six teachers and three principals from three schools. Data were collected through interviews and document analysis. Collected data were analysed thematically. The study found that the presence of assistant teachers in a classroom has been documented as an asset to teachers. The assistant teachers play essential roles in the school. They manage and provide their skills in different departments of the school. Assistant teachers also learn and develop themselves into productive members of the school. Assistant teachers seemed to increase learners' enthusiasm for their academics. The study may assist the Department of Basic Education in providing the necessary support for having assistant teachers in respective schools.

The concept of Assistant Teachers is new in South Africa. This concept was brought to South Africa during the COVID-19 pandemic. The introduction of assistant teachers in South Africa was an intervention in teaching and learning and in curbing youth unemployment. The assistant teachers are viewed as strangers in a school setting. Teachers and learners need to figure out their roles. South African teachers need assistance in classrooms to provide high standards of education. Using a qualitative research method, the study investigated the perceptions of principals, teachers, and learners of assistant teachers in secondary schools at Maleboho Central Circuit, Capricorn District, in Limpopo Province. The study used purposive sampling as a non-probability sampling technique procedure to select participants. The study sample comprised six learners, six teachers and three principals from three schools. Data were collected through interviews and document analysis. Collected data were analysed thematically. The study found that the presence of assistant teachers in a classroom has been documented as an asset to teachers. The assistant teachers play essential roles in the school. They manage and provide their skills in different departments of the school. Assistant teachers also learn and develop themselves into productive members of the school. Assistant teachers seemed to increase learners' enthusiasm for their academics. The study may assist the Department of Basic Education in providing the necessary support for having assistant teachers in respective schools.

This paper explored the causes of challenges of learner support in the foundation phase in Ekurhuleni South district. The goal of the study is to comprehend the fundamental causes of the challenges in delivering effective instruction to students. A purposive sampling technique was employed to choose fourteen teachers to participate in the study. Focus groups and semi-structured interviews were the two techniques employed to gather data. Moreover, data analysis was done using qualitative content analysis. Two factors that contribute to difficulties with student support are teacher shortages and crammed classrooms. Together, these difficulties show how important it is for teachers, department heads, and members of the community at large to work diligently and together to remove these obstacles and create an inclusive learning environment where every student has an equal opportunity to succeed. Teachers must complete inclusive education training to confidently carry out the SIAS policy processes, which include screening, identification, assessment, and the provision and monitoring of support during teaching and learning in the classroom. It is essential to provide adequate classroom space through infrastructure development and wise resource allocation to create an environment that promotes the hiring of student support instructors and the provision of the greatest possible help to students.

In 2001, the government of Lesotho increased access to schooling for all learners by incrementally eliminating school fees in primary schools. As a result, the admission of children with learning disabilities (LD) in primary schools also increased. Despite these important gains in the restructuring of the education system towards full inclusion during the past two decades, the national policy on teacher training and implementation and school- and classroom-based challenges, remain. Data for this qualitative study were generated through meetings with two groups of participants (Grade 1 teachers). Free-attitude interviews were also conducted in the meetings to conduct an in-depth investigation in the study and the generated data were analysed using conversation analysis. The study concludes that all identified challenges are surmountable and therefore require careful planning, dedicated effort and financial assistance to enable teachers to act as a driving force for inclusive schooling.