Naholo, Toini Maano2022-01-242022-01-242020http://hdl.handle.net/11070/3099A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Inclusive Education)The challenges teachers face in supporting learners with learning difficulties in mainstream classrooms are matters of concern 1n many African countries, including Namibia, South Africa and Kenya. Nevertheless, there is a paucity of research on the challenges which teachers face in this regard in mainstream classrooms in the Oshana Region in Namibia. This study explored teachers' challenges in supporting learners with learning difficulties in mainstream classrooms. Accordingly, a case study of one primary school in the Oshana Region was conducted using a qualitative case study as its research design. Social constructionist theory, based on Goldratt's theory of constraints (1995), underpinned the study. The criterion sampling method was used to select the participants. A sample of ten (10) out of the population of 18 teachers at the targeted school was selected because they were all experienced in teaching learners with learning difficulties. The requisite data was collected by means of semi-structured one-on -one interview during which the researcher used an interview guide. Field notes were also taken throughout the research process. The interviews were transcribed verbatim. Thematic data analysis was used to analyse and interpret the data. The results of the study highlighted the following challenges experienced by teachers in supporting learners with learning difficulties in mainstream classrooms: ( I) insufficient time for individual support; (2) lack of teacher in-service education (3) learners' varying abilities (4) large class sizes and (5) inadequate teaching materials. Possible strategies for mitigating the teachers' challenges emerged from the study. In short, the study found that, despite the teachers demonstrating a positive altitude towards the inclusion of ix learners with learning difficulties in their classes, it appeared that, in fact, they actually lack the requisite knowledge and skills on how to support learners with learning difficulties because they were not trained in line with the inclusive education discourse. Based on the study findings, the researcher concluded and recommended that there is a need for in-service training and sound advocacy that emphasises on the effective implementation of the Ministry of Education Sector Policy on Inclusive Education (2013) in all schools in Namibia.enLearner supportLearning difficultiesMainstream classroomsThesis