Subarea Name: Inclusive Education and Support Services in Communities IIE &SS)

Subarea Leader: Dr Appolonia Masunungure

Email Address: Appolonia.masunungure@nwu.ac.za

Subarea Members

About the Subarea

The Inclusive Education and Support Services in Communities (IE &SS) Sub-Area is dedicated to advancing research, scholarship, and community engagement that promote equitable, inclusive, and supportive educational environments for all learners. Grounded in the principles of social justice, human rights, and collaboration, the sub-area seeks to generate evidence-based knowledge that strengthens inclusive education practices within schools, higher education institutions, and communities. It fosters interdisciplinary research that addresses barriers to learning and participation while promoting learner well-being, resilience, and educational success.

The sub-area contributes to COMBER's mission by producing high-quality research that informs policy, enhances teaching and learning, and supports sustainable community development. Through collaboration with schools, education districts, community organisations, and policymakers, the sub-area bridges the gap between research and practice to improve educational outcomes. It also provides opportunities for postgraduate supervision, capacity building, and knowledge dissemination through scholarly publications, conferences, and community-based initiatives.

By integrating research, teaching, and engagement, the sub-area aims to develop innovative support systems that empower teachers, learners, families, and communities. Its work aligns with national and international priorities for inclusive and quality education, contributing to the transformation of education systems and the creation of inclusive communities where diversity is recognised as a strength, and every individual is supported to reach their full potential.

Research Focus Areas

• Teacher efficacy within inclusive education
• Perspectives of learners about inclusive education
• District- and School-based support teams
• Lay counselling for communities - via NWU BEd Hons and BEd alumni

Current Research Projects

Research Outputs

Journal Articles

1. Masunungure, A., Lunga, P., & Jama, P. P. (2025). Embracing learners' cultural identity in the early years to enhance education for sustainable development. Journal of Education (University of KwaZulu-Natal), (101), 59-77. 
2. Masunungure, A & Maguvhe, M. (2025). Barriers to teaching in culturally and linguistically diverse classrooms in mainstream secondary schools, Journal of Multicultural Education. https://doi.org/10.1108/JME-12-2023-0134 
3. Masunungure, A (2024). Strategies to enhance the inclusion of culturally and linguistically diverse learners in Gauteng Schools: Teachers’ perspectives, South African Journal of Education. https://doi.org/10.15700/saje.v44n3a2367 
4. Jama, P. P., Wood, L., & Mayimele, R. R. (2026). Developing resilience in NEET youth through participatory action learning and action research. Educational Action Research, 1-17.
5. Jama, P.P. & Lunga, P. 2024. A collaborative approach to enhance quality education in Foundation Phase Inclusive Classes in South Africa, African Journal of Teacher Education, 13(2), 187-211.
6. Jama, P.P., Buka, A.M, Moloi, J.P & Naidoo, S. 2024.  Exploring rural teachers’ perceptions on the identification of learning barriers for implementation of inclusive education: Eastern Cape case study, Perspectives in Education, 42(2), 176-191.DOI: https://doi.org/10.38140/pie.v42i2.7108
7. Jama, P.P., Wood, L. & A, Ndlovu Nkomo. 2024.The power (and caveats) of body mapping as a visual methodology with vulnerable youth. Qualitative Research Journal, DOI 10.1108/QRJ-11-2023-0172
8. Marongwe, N., Neethling, M., & Chiwandire, D. (2026). Enhancing learner support with culturally responsive pedagogy in rural South African schools using technology. Interdisciplinary Journal of Rural and Community Studies, 8(1), a04. https://doi.org/10.38140/ijrcs-2026.vol8.1.04
9. Marongwe, N. (2026). Conceptualising leadership for inclusive, digitally mediated psychosocial support in South African rural secondary schools. Interdisciplinary Journal of Education Research, 8(1), a14. https://doi.org/10.38140/ijer-2026.vol8.1.14
10. Modiba, M.R., Eloff, I., Mathabathe, K. (2024). Support Strategies Life Orientation teachers use to enhance high school to tertiary education transition. Commonwealth Youth and Development. 13 pages. https://doi.org/10.25159/26636549/15082. Unisa Press
11. Eloff, I., Dittrich, A. K., Mathabathe, K., Grobler, S., Modiba, M. R., & Agostini, E. (2025). A Qualitative Study Conceptualizing Quality Education in Relation to Sustainability: A Focus on Teacher Education. Journal of Sustainability Research, 7(3)

Books/Book Chapters

1. Madiba, O.T.C & Masunungure, A. (2025) Teachers’ challenges navigating the provision of support to learners with special needs: Mainstream rural schoolteachers’ perspective (Pages 162-172). DOI: https://doi.org/10.36315/2025eadX14 
2. Modiba, M.R & Masunungure, A (2025). Exploring the support needs of teachers in full-service schools to promote inclusion DOI: https://doi.org/10.36315/2025eadX38 
3. Makhalemele, T. & Masunungure, A (2025). Strategies of Support for Inclusive Teaching and Learning in Higher Education (In Makoelle, T. M., & Mosito, C. P. (Eds.). Inclusive Education in South African Further and Higher Education: Reflections on Equity, Access, and Inclusion. 
4. Masunungure. A. & Makhalemele, T (2024). The effects of the Covid-19 pandemic on learner assessment in primary schools in Sedibeng District (In Oosthuizen, IJ, Van der Walt, JL & Hove, LM). Stumbling Blocks on the way to Effective Education in the Global South. 
5. Masunungure, A & Modiba, R (2024). Exploring the influence of linguistic diversity on the academic performance of learners: teachers’ perspectives (In Oosthuizen, IJ, Van der Walt, JL & Hove, LM). Stumbling Blocks on the way to Effective Education in the Global South. 
6. Makhalemele, T., Jama, P., Masunungure, A., Modiba, A. (2024) Covid-19 and the academic development of learners: the need for targeted interventions (in Malindi, M.J., Hay, J., Makhalemele, T.) Towards a holistic approach to support learners at risk of interrupted development. AOSIS Publishers 
7. Masunungure, A Seipati Baloyi-Mothibeli, S, Mukuna, K, Mweli P & Jama, PP. (2024) Inclusive Education and Training to Deal with Special Needs Children (In Okeke, C, Ebrahim, Mzoli, M & Koen, M). Early Childhood Professional Development: An African Perspective 
8. Thabo Makhalemele, Rachel Rirhandzu Mayimele and Pateka Pamella Jama. 2025. Views of learners on transforming schools into more inclusive spaces, In Mafalda, Carmo (Eds). Education Application and Developments X: Advances in Education and Education Trends. InScience Press, ISSN of Collection: 2183-2978 e-ISSN of Collection: 2184-0210ISBN of this volume 978-989-35728-5-6
9. Jama, P.P. & Mayimele R. Work-integrated learning excursions: Equipping Foundation Phase student teachers with skills in valuing and accommodating diversity. In A. Du Toit & N. Petersen, 2024.“The affordances of excursions in promoting self-directed learning and providing first-year students with a sense of belonging’.
10. Madiba, O. T. C. (2025). Teachers’ challenges integrating ePortfolios for learners with barriers to learning in rural schools during post-COVID-19 era: Support interventions. In M.-E. P. Modise & N. Vaughan (Eds.), Digital resilience of ePortfolios during and beyond the COVID-19 pandemic: Lessons for the future. Open Education Alberta. https://doi.org/https://doi.org/10.60770/a2xe-fv33 https://pressbooks.openeducationalberta.ca/digital-resilience-eportfolios/chapter/08/

Conference Presentations
International conferences:

National Conference

CONFERENCE PROCEEDINGS (Published)

1. M.R Modiba & A Masunungure. 2024.  Exploring the support needs of teachers in inclusive schools. Education and New Developments 2024 Volume II.  ISSN (electronic version): 2184-1489. ISSN (printed version): 2184044X. ISBN: 978-989-35728-0-1. https://doi.org/10.36315/Education-and-New-Developments_2024_Vol_II
2. A. Masunungure, T. Makhalemele, M.R Modiba, O. Madiba. 2025. Inclusion of learners with barriers to learning in mainstream schools: A psycho-social support intervention. Education and New Development. 2025. Volume 1. ISSN (electronic version): 2184-1489. ISSN (printed version): 2184-044X. ISBN: 978-989-35728-7-0
   https://doi.org/10.36315/Education-and-New-Developments_2025_Vol_I 
3. Marongwe, N. (2026). Teachers’ perceptions of learner support in South African rural secondary education. Education and New Developments. 2026. Vol 2, pp. 155-159, ISSN (electronic version): 2184-1489 ISSN (printed version): 2184-044X ISBN: 978-989-36839-5-8. 
   https://end-educationconference.org/wp-content/uploads/2026/06/Education-and-New-Developments_2026-_Vol_II.pdf 

Postgraduate Research

Current postgraduate students and topics.

PHD

1. Bada G: Aligning preparatory year teacher education with culturally responsive language practice: African teacher educators’ collaborative journey 
2. Mkwanazi B: Promoting the effectiveness of the pull-out programme as inclusive practice in Full-Service Schools: A collaborative approach 
3. Manana J: Enhancing the implementation of Support Needs Assessment forms in mainstream primary schools, a collaborative approach to foster inclusive education 
4. Villera le Roux: From theory to action: Developing transversal skills for inclusive education in pre-service learner support teachers
5. Une De Lange: A collaboratively developed program for the induction of beginner        learner support educators in South African Schools
6. Nthoroane EM (2025): Parents – teachers’ collaboration in supporting learners with autism spectrum disorder when transitioning into adulthood 
7. Moklokoane n.n (2026): Support required by `School Leadership in fostering Implementation of Inclusive education in full-service schools
8. Thuka Tholakele Shongwe (2025): An interprovincial collaborative approach to improve the implementation of the SIAS policy in Full-Service Schools
9. Tshivhase F (2026): Collaborative support for teachers differentiating language barriers from learning barriers in multilingual mainstream primary schools

Masters

1. Van Coller D: Collaborative strengthening of high school teachers’ role in addressing learners’ psychological distress through classroom-based interventions
2. Shibane KN: Transforming employability through vocational skills accreditation: An action research study in special schools.
3. Ndlovu D: Collaboratively improving teachers' psychological lay counselling skills as a strategy to support special need learners in primary schools
4. Nxumalo S: Promoting the provision of support services in full-service schools to enhance inclusive education 
5. Mashabane M: Teaching strategies to equip intermediate-phase teachers in inclusive schools: An Arts-based approach 
6. Constance Baloyi: Strengthening Learning Support Educators’ Practices to Enhance Holistic Support in Full-Service Schools in Bojanala District 
7. Nobantu Patience Kuboni: Strengthening SBST-teacher collaboration to support learners with ADHD and promote inclusivity in mainstream secondary schools 
8. Abram Ramoshaba: Strengthening teacher interventions to support learners with Specific Learning Disorder (SLD) to enhance inclusivity: A PALAR approach 
9. Tjipetekera M: Supporting teachers in improving differentiated teaching in diverse classrooms: A participatory process
10. Moeng KL: Improving support services for learners with severe intellectual disabilities in classrooms through PALAR
11. Holzhausen AC: The use of arts-based methods to enhance teachers’ capacity to provide emotional support to Foundation Phase learners
12. Conette S: A Participatory approach to narrow a theory-practice gap for student-teachers at an LSEN school
13. Tinotenda Carlington Chirara: Collaboratively investigating the interaction between learners with and without obvious barriers to learning: Teachers’ options to  improve socialization
14. Nkosana Hlatswayo: Schools for learners with severe  intellectual disability: Collaboratively improving skills education in preparation for the protected labour market
15. Theo Mnisi: Collaboratively reshaping psycho-educational strategies to accommodate learners in secondary schools with oppositional defiant behaviour
16. Reanetse Malebane: A collaborative approach to improve the functionality of school-based support teams in secondary schools
17. Sizi Matthews Botsime: Enhancing Strategies for Inclusive Curriculum Redesign in Free State TVET Institutions
18. Karabo Marate: Enhancing teachers’ support strategies for learners with learning barriers in the mainstream primary in Mamusa District
19. Pelele Neo: Implementing inclusive education in mainstream schools: challenges and opportunities in Mamelodi
20. Nadine Mitchell: Support strategies for learners with Autism in selected Junior Primary classrooms in the Khomas region, Namibia
21. Nondumiso Galelo: The impact of practitioners’ mental health on Early Childhood Development centres in Bronkhorstspruit
22. Hilda Namrholozi: Teachers’ perceptions of readiness in implementing the SIAS policy for supporting learners with learning barriers
23. Liandi Visagie : Enhancing Primary School Teachers' Preparedness for Identifying and Supporting Dyslexic Learners
24. Jeanmari du Plessis: Foundation phase teachers’ perceptions of readiness to support information processing with special education needs
25. Mpho Mathe: Enhancing primary school teachers’ understanding and capacity to support learners with barriers to learning
26. Reanetse Malebane: A collaborative approach to improve the functionality of School-Based Support Teams in secondary schools
27. Jacobeth Mabalane Nkaki: A collaborative approach to improve competencies of SBST to govern the SIAS process
28. Fumani Xichavo: The Challenges of Implementing Inclusive Education In South African Schools.
29. Mofokeng i.l.: (2024) Enhancing parent-teacher collaboration to support learners with disruptive behavior
30. MOILOA L.L (2024): Investigating the involvement of SBST in supporting undocumented learners in Full- service schools.
31. M.M Mofokeng (2026): Collaborative approach to support school-based support team in promoting education-support services in full service schools
32. Nthambeleni N.C (2026): Enhancing parent-teacher collaboration in supporting learners from neglected family structures
33. Lesiba E (2025) : Enhancing school teachers' strategies in supporting learners with visual impairment in inclusive classrooms
34. Letsholo K (2026): Strengthening teachers’ support competencies in teaching intermediate phase learners with language barriers in mainstream schools.
35. Msiza T (2026) : Exploring the psychosocial support interventions in enhancing academic performance of senior phase learners in mainstream schools
36. Tlhagane M (2026): Exploring the effects of community violence on the emotional and cognitive development of secondary school learners in township schools
37. Maloka Z (2026): Enhancing teachers’ collaborative teaching strategies as a support intervention to promote inclusion in full-service schools

38. Ramoshaba A (2026) : Strengthening teacher interventions to support learners with dyslexia (reading) in mainstream schools: a PALAR approach

     

Community Engagement Activities

Transformative Professional Development in Schools: FEDU MAHIKENG CAMPUS 

Fostering internal transformation in Full-service schools through collaborative capacity-building workshops

Funding and Grants

National Longitudinal Teacher Pedagogy Programme (Funding: NECT)

Closing the gap between learner support theory and practice through a professional learning community (Funding: UCDG)