Abstract
In this paper the author discusses characteristics of the changing classroom environment in South Africa after liberation - the road from exclusion (apartheid legislation) to inclusion (democratic legislation) is described. Since the abolishment of apartheid, schools in South Africa are no longer allowed to exclude learners on the basis of race, colour, language or creed. The new inclusive classroom environment (particularly with regard to race, culture and language) requires teachers who are able to implement appropriate teaching strategies with the necessary sensitivity and skill to meet the particular needs of different learners in such classrooms. Learners in multicultural classes in South Africa display particular needs in terms of the following areas. Intellectual needs, emotional needs, physical and motor needs, linguistic and language needs, learning style needs, needs as a result of disadvantagement or socio-economic deprivation as well as needs as a result of exceptionality in other areas. Appropriate teaching strategies are suggested to meet the different needs are analysed. Outcome-based education with an emphasis on the processes of learning rather than prescribed content is the focus of the new integrated curriculum which is currently being implemented in South African schools.
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