Abstract:
Inclusion is successful when all stakeholders in the education system accept the
challenge to work together and to do their fair share of educating all children. Although
the teacher has been placed at the heart of the system as a key person in shaping
inclusion, the district office (Department of Education), schools, teachers and parents
must engage in collaborative team-driven decision making that is focused on
interventions designed to enhance social outcomes for learners.
The aim of this study was to assess the implementation of the inclusion policy for
learners with special education needs. This study made use a mixed method research
approach which engaged both qualitative and quantitative research methodologies. A
total of twenty primary school teachers filled a questionnaire that had three parts: (i)
Teacher demographics, (ii) Instructional modifications and (iii) Teaching strategies.
Interviews, documents and observations were also used to collect data. Data was
analysed by statistical and non-statistical procedures. Results showed that the inclusion
policy is being implemented in schools. However, there are challenges that are being
faced. For one, teachers have not received adequate training with regards to inclusive
education. Staff development workshops to try and address this challenge are minimal,
there is not enough collaboration being demonstrated by the different stakeholders with
regards to support and monitoring the implementation process.
The study recommends that all teachers and other personnel in the school receive
adequate training. Also, the need for support must be met. Further studies could
consider attitudes to inclusive education and the relationship between learner success
and teacher preparedness in inclusive educational models.