E-ISSN 2039-2117 ISSN 2039-9340 Mediterranean Journal of Social Sciences Published by MCSER-CEMAS-Sapienza University of Rome Vol 4 No 6 July 2013 545 Teaching and Learning in the Inclusive Classroom: What Foundation Phase Teachers Do? Jacomina Motitswe Department of Inclusive Education University of South Africa (UNISA), PO Box 392 Pretoria 0003 motitjmc@unisa.ac.za Matseliso L. Mokhele Department of Curriculum and Instructional Studies, University of South Africa (UNISA), PO Box 392 Pretoria 0003 mokheml@unisa.ac.za Doi:10.5901/mjss.2013.v4n6p545 Abstract The South African government introduced full service schools to provide quality education to all learners through flexibility to meet the full range of learning needs. Full service schools are institutions that strive to transform themselves, proactively addressing the barriers to learning and increasing participation of the learners and educators in the teaching and learning process. This can be achieved by enhancing the flexibility of teaching and learning methods used. This study, therefore, focused on the teaching and learning methods used in inclusive classrooms to accommodate diversity. This is a case study that was conducted at Mphuphuthe full service school at Ledig village, situated in the Bojanala region in the North West province. A qualitative approach and purposive sampling were used. Based on the data collected, we conclude that a conducive classroom environment, proper classroom organisation, resources, excellent teaching methods and the knowledge of others, in this case (the educators as well as the peers), are assets to learners who experience barriers to learning. Keywords: Diversity, nclusion, differentiation, full-service schools, barriers to learning 1. Introduction In writing that, “Behind each classroom door lies a world of diversity”, Lewis and Doorlag, (2006:5) meant that in any classroom learners display differences in their use of language, learning styles, developmental levels, cultures, socio- economic backgrounds and types of intelligence. This diversity gave rise to the concept of barriers to learning and development, and research has revealed that learners learn in different ways because of hereditary factors, experience, environment and/or their personalities (UNICEF, 2010: http://www.unicef.org/teaches /forum /0301htm). Consequently, the educators need to use a variety of teaching methods and activities to meet, inclusively, the different learning needs of children. Inclusivity is now a global phenomenon, having received much impetus at the World Conference on Special Needs Education in 1994 in Salamanca, Spain (UNESCO, 1994:7). Its purpose is to inform and guide action by governments, international organisations, national aid agencies, non-governmental organisations (NGOs) and other bodies in implementing the Salamanca Statement on Principles, Policy and Practice in Special Needs Education. Although this was the focus, its conclusion was that it could not advance in isolation, and therefore promoted a broader approach, namely that of Inclusive Education. The new goal was to further the objective of education as a fundamental human right by paying attention to the basic policy shifts necessary for its development, thereby enabling schools to serve all learners, particularly those with special educational needs (UNESCO, 2009:8). The Salamanca Statement acknowledged the process of strengthening the capacity of education systems that would recognise and respond effectively to diversity. The emphasis was therefore on developing inclusive education systems that would accommodate all learners, regardless of their physical, intellectual, social, emotional, linguistic or