Janik, MSitumbeko, Catherine Mutalifelile2025-08-122025-08-122021http://hdl.handle.net/11070/4060A thesis submitted in partial fulfillment of the requirements for the Degree of Master of education (Inclusive Education)The aim of this study was to explore the experiences of teachers and learners about the nature of learning support services in two secondary schools in the Oshana region ofNamibia. The study employed qualitative research approach/method with descriptive and phenomenological research designs. The population for this study comprised of willing Grade 8, 9, or 10 teachers and learners. The study was underpinned by Vygotsky's theory of social constructivism under the concepts of Zone of Proximal Development and Scaffolding. Focus group interviews were employed as data collection methods, one for the teachers, and one for learners. The research instruments were checked for validity and reliability. The key findings showed that the provision of learning support to learners in the two secondary schools was compromised by lack of skills and inadequate training among teachers, inadequate teaching and learning support resources, teacher attitudes, workload, time constraints, and lack of parental involvement. However, despite these adverse circumstances, teachers provided learning support services to learners whenever possible. Implications for enhancing learning support practices in the two schools include teacher in-service training and compulsory workshops for all teachers on learning support provision practice, making the learning support teachers' manual available in schools where there is none and training teachers on how to use them. Furthermore, having separate learning support lesson/period on the school timetable. Areas for future research have been suggestedenLearning supportLearners with barriers to learningLearning difficulties.NamibiaUniversity of NamibiaThesis