The implementation of inclusion policy for learners with special education needs: a case study of four primary schools in the Grahamstown District

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dc.contributor.advisorRembe, Sen
dc.contributor.authorShadaya, Girlieen
dc.date.accessioned2026-08-14T01:44:40Z
dc.date.available2026-08-14T01:44:40Z
dc.date.issued2012en
dc.description.abstractInclusion 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.en
dc.format191 leaves; 30 cmen
dc.formatpdfen
dc.identifier.citationShadaya, Girlie. 2012en
dc.identifier.othervital:16183en
dc.identifier.otherhttp://hdl.handle.net/10353/d1006239en
dc.identifier.otherEducation and state -- South Africaen
dc.identifier.otherInclusive education -- South Africa -- Eastern Capeen
dc.identifier.otherTeachers -- Training of -- South Africa -- Eastern Capeen
dc.identifier.otherEducation, Primary -- South Africa -- Eastern Capeen
dc.identifier.otherChildren with disabilities -- Education -- South Africa -- Eastern Capeen
dc.identifier.otherSpecial education -- South Africa -- Eastern Capeen
dc.identifier.otherGrahamstown (South Africa)en
dc.identifier.urihttp://hdl.handle.net/20.500.11837/4716
dc.language.isoEnglishen
dc.publisherUniversity of Fort Hareen
dc.publisherFaculty of Educationen
dc.rightsUniversity of Fort Hareen
dc.subjectEducation and state -- South Africaen
dc.subjectInclusive education -- South Africa -- Eastern Capeen
dc.subjectTeachers -- Training of -- South Africa -- Eastern Capeen
dc.subjectEducation, Primary -- South Africa -- Eastern Capeen
dc.subjectChildren with disabilities -- Education -- South Africa -- Eastern Capeen
dc.subjectSpecial education -- South Africa -- Eastern Capeen
dc.subjectGrahamstown (South Africa)en
dc.titleThe implementation of inclusion policy for learners with special education needs: a case study of four primary schools in the Grahamstown Districten
dc.title.alternativeThe implementation of inclusion policy for learners with special education needs: a case study of four primary schools in the Grahamstown Districten
dc.typeThesisen
dc.typeMastersen
dc.typeM Eden

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