Abstract:
This paper draws on Kolb’s experiential learning theory. Experiential learning can be used to create
and verify knowledge or to analyse truths and belief systems. The experiences of third-year Bachelor of
Education (BEd) students and the benefits of stakeholder engagement in the delivery of teacher training
are highlighted in this paper. Although learners were the focal point of this community engagement
project, both in-service and pre-service teachers benefitted in terms of skills transfer and upskilling. Special
emphasis was placed on reading comprehension and the effects of the underdevelopment of perceptual
skills on learning. The epistemological theoretical insights in this paper contribute to teaching practice,
equipping in-service teachers with the skill to link perceptual skills development to learning. The project
made use of participatory action research (PAR) underpinned by Kolb’s interactive learning cycle of active
experimentation, reflective observation, concrete experience and abstract conceptualisation. Two hundred
and seventeen (217) student teachers, 20 Foundation Phase teachers and 300 learners from one school
participated in this project. The results of this community engagement project revealed that community
projects are essential in disseminating theoretical knowledge to in-service teachers, and thus, in sharing
learning support strategies for children with special needs.
