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The government’s decision to implement Inclusive had a range of challenges to facilitate smooth implementation. This required teachers to have specialised training, skills and competencies to adequately address the learning needs of learners with disabilities. Poorly trained and under-qualified teachers compromise not only the educational ethos but the overall organisation and application of inclusive education in our schools. The aim of this paper was to investigate whether teachers have necessary skills and knowledge in responding to the needs of learners with barriers to learning. Qualitative research was employed in this study. In this study, the interviews and group discussions were used to find out whether teachers’ have necessary skills and knowledge in responding to the needs of learners with barriers to learning. Purposive sampling was used as a method of sample selection. Full service school primary teachers formed the core focus of the participants. The sample consisted of the teachers who are directly involved in the implementation of inclusive education. DOI: 10.5901/mjss.2013.v4n13p143

Teachers’ Competency in Responding to the Needs of Learners with Barriers to Learning