The inclusiveness of mixed ability grouping in Johannesburg primary schools

Abstract

South 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.