# Effective mediation strategies for addressing social communication disorder in inclusive primary classrooms: Implications for teacher training

## TL;DR

This study explores mediation strategies for supporting students with social communication disorder in inclusive classrooms and highlights the need for teacher training.

## Contribution

The study identifies effective mediation strategies and emphasizes the role of teacher perceptions in inclusive education for students with SCD.

## Key findings

- Teachers support inclusion of learners with SCD but face challenges in classroom mediation.
- Negative teacher perceptions can harm the learning environment for students with SCD.
- Integration of inclusive policies is recommended to improve mediation strategies in primary classrooms.

## Abstract

Social communication disorder (SCD) issues within inclusive primary school classrooms present significant challenges for teachers, affecting the overall teaching and learning atmosphere. Recognition of learner diversity is the cornerstone of inclusive education, whereby all learners are expected to participate equally, actively and meaningfully.

This study aimed to explore effective mediation strategies for addressing SCD in inclusive primary classrooms and how this learning disability impacts teacher professional development.

This study adopted a qualitative research methodology, utilising a case study design focused on four inclusive primary schools. Data were collected through in-depth, semi-structured interviews to determine individual participants’ opinions and perceptions. Thematic qualitative data analysis was used to analyse the data inductively. Twelve teachers from four inclusive primary schools were purposively selected to participate in the study.

The study identified several contributing factors to SCD, which can arise from various underlying causes, often related to neurological, developmental, genetic or environmental factors. Nevertheless, teachers firmly supported including learners with SCDs in inclusive classroom settings to ensure their full and equal participation alongside their peers.

This study argues that negative teacher perceptions in schools might negatively affect the teaching and learning environment, causing long-term consequences for learners who display SCDs and their capacity to meet academic objectives.

The study may shed light on strategies to effectively curb SCDs posed by learners in inclusive primary classrooms. School Management Teams (SMTs), teachers, parents, and other relevant key players will benefit from the study’s outcomes to improve their knowledge and skills to support learners with SCDs. This study recommends integrating inclusive policy and legislation into the implementation of mediation strategies for addressing SCD in primary classrooms.