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Catering for Learner Diversity: Teacher Perceptions and Practices of Inclusion in Primary Classrooms in Mauritius
Abstract
The chapter situates the discussion on learners' diversity at the primary classroom level in the context of the nine year continuous basic education (NYCBE), the educational reform which is geared to address the diversity and inclusion of Mauritian learners in the schooling setup. Learners' diversity in the Mauritian context can be due to their cultural, social, and economic backgrounds. With this demographic and varied profile of learners, teachers are faced with multiple and complex issues that may challenge many of their educational practices and assumptions. A qualitative research methodology was adopted to understand primary school teachers' perceptions of diversity. An in-depth interview with eight teachers was conducted to have insight into how they addressed diversity and what support and mechanism are in place to assist them in addressing the needs of learners. Findings point to the need for teacher preparedness and collaboration among stakeholders in establishing an inclusive school environment.
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