The dynamics of implementing inclusive education: case studies of four secondary schools, KwaZulu-Natal, South Africa
- Nyawo, Nokuphumula Grace https://orcid.org/0009-0004-7816-5910
- Authors: Nyawo, Nokuphumula Grace https://orcid.org/0009-0004-7816-5910
- Date: 2023-09
- Subjects: Inclusive education , Special education , Education -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/29587 , vital:78275
- Description: Investigating how teachers implement inclusive education (IE) in their teaching in the 21st century is of the utmost importance, as classrooms are representative of the communities outside of the school, where people confront similar real-life issues, irrespective of their physical and mental abilities. Schools are the locations where young people are prepared to cope in the real world as adults. There is no place – other than the school – where learners who do not have special needs can become better acquainted with peers who face barriers to learning, and the ways in which they go about overcoming such hurdles hence this study explored how teachers implement IE in selected schools in KwaZulu-Natal, South Africa, and the manner in which they react to the challenges such implementation presents. The interpretivist paradigm underpinned this research study, with the researcher employed qualitative research methodology to conduct the study in four secondary schools in KwaZulu-Natal. In addition to conducting interviews, the researcher reviewed documents and carried out observations, to determine how teachers implemented IE in their teaching. To that end, the researcher interviewed eight teachers from the four schools (two per school). It is worth noting that teachers implementing IE were interviewed, in an attempt to make the study as meaningful as possible. The participants valued the impact which IE had on the lives of learners with special needs who, in most cases, felt deprived of a chance to learn, and believed their right to access education was being denied them. Due to the Covid-19 pandemic, even teachers who had been unwilling to use technology felt obliged to use it, in an attempt to ensure that no learner would be left behind. Surprisingly, as the findings indicated, some participants revealed that despite the introduction of Education White Paper 6 (RSA, 2001), teachers still felt inadequately trained and ill-equipped to deal with learners with special needs, as the playing field was not level in terms of the teacher–learner ratio, given that overcrowding remains a thorn in the flesh of rural and township schools alike, and in light of the fact that unemployment is rife, meaning many parents cannot send their child(ren) to psychologists for diagnoses or remedial interventions. Based on the research findings, it is recommended that pre-service teachers be exposed to modules on IE implementation prior to commencing teaching, and that serving teachers be exposed to incentivised training on IE implementation. Teacher support, such as scribes and electronic devices, is recommended, as these aids may prove handy when educators are faced with diverse learner needs within one class, and need to give their undivided attention to highflyers and struggling learners alike. Lastly, the Department of Basic Education is encouraged to provide ongoing support to serving teachers, and to design a flexible curriculum that will accommodate all learners, irrespective of their mental and physical capabilities. , Thesis (MEd) -- Faculty of Education, 2023
- Full Text:
- Authors: Nyawo, Nokuphumula Grace https://orcid.org/0009-0004-7816-5910
- Date: 2023-09
- Subjects: Inclusive education , Special education , Education -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/29587 , vital:78275
- Description: Investigating how teachers implement inclusive education (IE) in their teaching in the 21st century is of the utmost importance, as classrooms are representative of the communities outside of the school, where people confront similar real-life issues, irrespective of their physical and mental abilities. Schools are the locations where young people are prepared to cope in the real world as adults. There is no place – other than the school – where learners who do not have special needs can become better acquainted with peers who face barriers to learning, and the ways in which they go about overcoming such hurdles hence this study explored how teachers implement IE in selected schools in KwaZulu-Natal, South Africa, and the manner in which they react to the challenges such implementation presents. The interpretivist paradigm underpinned this research study, with the researcher employed qualitative research methodology to conduct the study in four secondary schools in KwaZulu-Natal. In addition to conducting interviews, the researcher reviewed documents and carried out observations, to determine how teachers implemented IE in their teaching. To that end, the researcher interviewed eight teachers from the four schools (two per school). It is worth noting that teachers implementing IE were interviewed, in an attempt to make the study as meaningful as possible. The participants valued the impact which IE had on the lives of learners with special needs who, in most cases, felt deprived of a chance to learn, and believed their right to access education was being denied them. Due to the Covid-19 pandemic, even teachers who had been unwilling to use technology felt obliged to use it, in an attempt to ensure that no learner would be left behind. Surprisingly, as the findings indicated, some participants revealed that despite the introduction of Education White Paper 6 (RSA, 2001), teachers still felt inadequately trained and ill-equipped to deal with learners with special needs, as the playing field was not level in terms of the teacher–learner ratio, given that overcrowding remains a thorn in the flesh of rural and township schools alike, and in light of the fact that unemployment is rife, meaning many parents cannot send their child(ren) to psychologists for diagnoses or remedial interventions. Based on the research findings, it is recommended that pre-service teachers be exposed to modules on IE implementation prior to commencing teaching, and that serving teachers be exposed to incentivised training on IE implementation. Teacher support, such as scribes and electronic devices, is recommended, as these aids may prove handy when educators are faced with diverse learner needs within one class, and need to give their undivided attention to highflyers and struggling learners alike. Lastly, the Department of Basic Education is encouraged to provide ongoing support to serving teachers, and to design a flexible curriculum that will accommodate all learners, irrespective of their mental and physical capabilities. , Thesis (MEd) -- Faculty of Education, 2023
- Full Text:
The dynamics in implementing Inclusive Education in South Africa: Case studies of four Primary Schools in KwaZulu-Natal
- Authors: Nzuza, Zakhele Dennis
- Date: 2023
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26219 , vital:64974
- Description: The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Authors: Nzuza, Zakhele Dennis
- Date: 2023
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26219 , vital:64974
- Description: The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
Examining trainee teacher preparation for inclusive education in Zimbambwe
- Authors: Chikwaka, Miriam
- Date: 2021-06
- Subjects: Inclusive education , Teaching , Education--Zimbabwe--History
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20046 , vital:45091
- Description: The research examined trainee teachers’ preparation for inclusive education in two teacher training colleges in Zimbabwe. Concerns are being raised that teacher preparation programmes are not adequately preparing trainee teachers for a holistic practice-based inclusive education. There is no agreement on the meaning of the concept of inclusive education. While some teacher educators resort to the traditional special needs education, others have adopted a paradigm shift to holistic inclusive education. The teacher education curriculum has not been aligned to teacher preparation for inclusive education. Trainee teachers go for teaching practice up to certification as qualified teachers without having acquired the skills and competencies for handling classrooms of learners with diverse educational needs. The study adopted pragmatism as the research paradigm, mixed-methods approach and QUAN-QUAL sequential explanatory triangulation of research designs; data collection instruments, data analysis and presentation of results were adopted. The researcher used stratified random sampling for quantitative data collection; and purposive, convenience, and snowball sampling for qualitative data collection. The total sample size was 210 trainee teachers and 20 teacher educators. Research instruments pilot-tested semi-structured questionnaires, semi-structured interviews, and documentary analysis. The internal consistency and validity of the instruments was checked using Cronbach’s alpha test and coefficients above 0.8 were obtained showing that the instruments were reliable and trustworthy. The results were that trainee teachers were inadequately prepared for inclusive educational practice. Teacher educators do not have the adequate subject and pedagogical content knowledge to prepare trainee teachers for inclusive education. Both teacher educators and their trainee teachers do not understand holistic practice-based inclusive education. The challenges in preparing trainee teachers for inclusive education include ignorance of inclusive education legislation, non-inclusive teacher education curriculum, and teacher educators’ lack of inclusive teacher preparation competencies, and shortage of financial and inclusive education material resources. Strategies to improve the quality of teacher preparation for inclusive education practices include policy and teacher education curriculum reforms, teacher educator empowerment, funding, and infrastructure development. The success of inclusive education largely depends on the collaboration between intellectuals, academia industry, governments and the community at large. The keywords are teacher preparation, inclusive education, teacher educator, and trainee teacher. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Authors: Chikwaka, Miriam
- Date: 2021-06
- Subjects: Inclusive education , Teaching , Education--Zimbabwe--History
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20046 , vital:45091
- Description: The research examined trainee teachers’ preparation for inclusive education in two teacher training colleges in Zimbabwe. Concerns are being raised that teacher preparation programmes are not adequately preparing trainee teachers for a holistic practice-based inclusive education. There is no agreement on the meaning of the concept of inclusive education. While some teacher educators resort to the traditional special needs education, others have adopted a paradigm shift to holistic inclusive education. The teacher education curriculum has not been aligned to teacher preparation for inclusive education. Trainee teachers go for teaching practice up to certification as qualified teachers without having acquired the skills and competencies for handling classrooms of learners with diverse educational needs. The study adopted pragmatism as the research paradigm, mixed-methods approach and QUAN-QUAL sequential explanatory triangulation of research designs; data collection instruments, data analysis and presentation of results were adopted. The researcher used stratified random sampling for quantitative data collection; and purposive, convenience, and snowball sampling for qualitative data collection. The total sample size was 210 trainee teachers and 20 teacher educators. Research instruments pilot-tested semi-structured questionnaires, semi-structured interviews, and documentary analysis. The internal consistency and validity of the instruments was checked using Cronbach’s alpha test and coefficients above 0.8 were obtained showing that the instruments were reliable and trustworthy. The results were that trainee teachers were inadequately prepared for inclusive educational practice. Teacher educators do not have the adequate subject and pedagogical content knowledge to prepare trainee teachers for inclusive education. Both teacher educators and their trainee teachers do not understand holistic practice-based inclusive education. The challenges in preparing trainee teachers for inclusive education include ignorance of inclusive education legislation, non-inclusive teacher education curriculum, and teacher educators’ lack of inclusive teacher preparation competencies, and shortage of financial and inclusive education material resources. Strategies to improve the quality of teacher preparation for inclusive education practices include policy and teacher education curriculum reforms, teacher educator empowerment, funding, and infrastructure development. The success of inclusive education largely depends on the collaboration between intellectuals, academia industry, governments and the community at large. The keywords are teacher preparation, inclusive education, teacher educator, and trainee teacher. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
Evaluation of teachers perceptions towards the implementation of inclusive education in Quantile 3 schools: A case of four subdistrictsin the Eastern Cape
- Authors: Hlatini-Mpomane, N W
- Date: 2020-05
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21613 , vital:51710
- Description: This study investigated the perceptions of teachers on inclusive education. Four sub districts in Eastern Cape Province were purposively selected and used as a case study approach. These assisted the researcher to enter the world of teachers (by interviewing SMTs and Office-Based educators/Inclusive Education Specialists). The Inclusive Education Specialist and SMTs ideas, suggestion and recommendations on inclusive education classrooms implementation were explored deeply. The research paradigm which the study adopted was qualitative, which centres on understanding the subjective world of human experiences. The qualitative research approach was adopted whereby interviews, observations of learners and their documents analysis were used to collect data. The findings of the study revealed that the all-Inclusive Education District of the sub-districts is between 9 and 10 years of experience implementing inclusive education instead of 17 years as stipulated in the WP6. It emerged that the involvement of SMTs in monitoring the Individual Support Plan (ISPs) in Public Ordinary School (POS) is not prioritized. There is more emphasis and involvement in Full-Service Schools since 2015. The findings further revealed that the teachers find it difficult to implement ISPs due to overload and overcrowding more especially in POS. All learners were declared as benefiting more when individual teaching is done, which is rare due to overload and overcrowding in both Full Service Schools and Public Service Schools. The study recommends that they should be extensive policy evaluation processes that should be done to measure the effectiveness of the Inclusive Education Policy. The perceptions and experiences of teachers should be captured and be utilized when evaluating the policy. The latter will not be achieved in isolation by teachers only, but with collaboration from learners, parents, community members and the entire education department in the Eastern Cape in line with the Ecological Systems’ theory. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Authors: Hlatini-Mpomane, N W
- Date: 2020-05
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21613 , vital:51710
- Description: This study investigated the perceptions of teachers on inclusive education. Four sub districts in Eastern Cape Province were purposively selected and used as a case study approach. These assisted the researcher to enter the world of teachers (by interviewing SMTs and Office-Based educators/Inclusive Education Specialists). The Inclusive Education Specialist and SMTs ideas, suggestion and recommendations on inclusive education classrooms implementation were explored deeply. The research paradigm which the study adopted was qualitative, which centres on understanding the subjective world of human experiences. The qualitative research approach was adopted whereby interviews, observations of learners and their documents analysis were used to collect data. The findings of the study revealed that the all-Inclusive Education District of the sub-districts is between 9 and 10 years of experience implementing inclusive education instead of 17 years as stipulated in the WP6. It emerged that the involvement of SMTs in monitoring the Individual Support Plan (ISPs) in Public Ordinary School (POS) is not prioritized. There is more emphasis and involvement in Full-Service Schools since 2015. The findings further revealed that the teachers find it difficult to implement ISPs due to overload and overcrowding more especially in POS. All learners were declared as benefiting more when individual teaching is done, which is rare due to overload and overcrowding in both Full Service Schools and Public Service Schools. The study recommends that they should be extensive policy evaluation processes that should be done to measure the effectiveness of the Inclusive Education Policy. The perceptions and experiences of teachers should be captured and be utilized when evaluating the policy. The latter will not be achieved in isolation by teachers only, but with collaboration from learners, parents, community members and the entire education department in the Eastern Cape in line with the Ecological Systems’ theory. , Thesis (PhD) -- Faculty of Education, 2020
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