Sattiavany Veerabudren's research while affiliated with University of Pretoria and other places

... Rahmat et al. (2022b) discovered that guided-writing instruction focused more on improving writing abilities compared to other skills. Veerabudren et al. (2023) conducted a study in elementary school classrooms, evaluating the effectiveness of guided-writing, and found positive results. Aryanika (2016) also investigated teachers' guided-writing instruction, students' motivation to write, and writing ability, as well as students' writing problems such as difficulty generating ideas, low motivation, and confusion about how to start an essay. ...

... In Madagascar, there is one trained primary level teacher on average for every 273 pupils (UNESCO 2017). A study on teacher perspectives of learners with RWD in mainstream government schools in Mauritius revealed that the number of learners in classes ranged between 15 and more than 35, which indicates variation across countries (Veerabudren et al. 2021a(Veerabudren et al. , 2021b. Many teachers were not adequately trained to support learners with RWD in an inclusive education setting (Veerabudren et al. 2021a(Veerabudren et al. , 2021b. ...

... On this background, it is noted with great concern that factors that influence teachers in selecting inclusive teaching strategies in the rural foundation phase have not been researched in Limpopo, South Africa. According to Veerabudren, Kritzinger and Ramasawmy (2021) in an inclusive classroom, the role of teachers is to consistently and creatively modify their teaching strategies in order to include all learners learning needs. Even though there is no single definition of what inclusive pedagogy is, Floria (2015) defines it as an approach to teaching and learning that supports teachers to respond to individual differences amongst learners but avoids the marginalisation that occurs because some students are treated differently. ...