Experiences of teachers implementing inclusive education in full-service schools

Abstract

Background: Teachers play a significant role in the achievement of any education policy. Their knowledge and understanding of inclusive education is important in pursuit of the goal towards inclusive education. Aim: This study aims to identify the challenges experienced by educators implementing inclusive education in full-service schools. Setting: A qualitative study consisting of N = 12 participants (four educators, four grade 6 learners and four support staff members) took place at a full-service school in Soweto, Johannesburg. Methods: Semi-structured interviews and focus-group discussions were applied as part of the data collection methods. Thematic analysis was applied to analyse data. The following themes emerged: inadequate support for teachers at full-service schools, a lack of training for teachers and challenges with curriculum adaptation. Results: The findings of this study indicate that educators do support inclusive education. However, they believe the Department of Education is not doing enough to support them in teaching and supporting learners with special educational needs. The situation is worsened by overcrowded classes, insufficient time to support learners and the pressures imposed on teachers by district officials. Thereby ignoring the special support required by learners with special educational needs. Conclusion: To succeed with inclusive education the Department of Education needs to invest in teacher education programmes focused on capacitating teachers’ competency in teaching inclusively. Also, learners with special educational needs should be assessed using a curriculum specifically designed to meet their learning needs. Contribution: This study contributes to the development of knowledge in inclusive education.