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The Inclusiveness of Mixed Ability Grouping in Johannesburg Primary Schools

This study explores how mixed ability grouping practices in Johannesburg primary schools reflect principles of inclusive education. Findings highlight the benefits of peer interaction and social skill development, while noting challenges in providing differentiated and individualized instruction.

Uploaded by Administrator (AU ECED-FLN)
Date uploaded October 28, 2026
File size 0.53 MB
Year published 2022
Tags:
primary education inclusive education South Africa pedagogy classroom practice mixed ability grouping differentiated instruction
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