Inclusive placement effects of learners with and without special educational needs in selected secondary schools: Oshikoto region

The aim of the study was to explore the effects of inclusive placement on learners with and without special educational needs in secondary schools in the Oshikoto region of Namibia. The research methodology was in the form of a qualitative inquiry. The study employed a phenomenological approach which allowed an in-depth examination of the experiences of learners with and without special educational needs in the inclusive settings. The approach enabled the researcher to gain an understanding of the learners’ experiences and the challenges when including learners with and without special educational needs in regular classrooms. Structured interviews and observations were carried out to collect data from a sample of ten learners with special educational needs and ten learners without special educational needs. Learners were sampled purposefully. Data was analysed by employing the thematic content analysis method. The findings revealed high cooperation and much social interaction among the learners with special educational needs and their peers without special educational needs. However, it was observed that there was a large gap in academic performance between learners with special educational needs when compared to their peers without special educational needs. The sources of the difference were found to be rooted in various different factors, such as the lack of or inadequate teaching and learning resources to support learners with special educational needs, the improper use of inclusive teaching methods (differentiation) and the non-inclusive nature of the curriculum. The study concluded that there were some academic and social benefits in inclusive placement, however there also a number of challenges which need to be addressed to enhance the learning of different learners. The study recommends rigorous training of teachers to enable them to cater for different learners in inclusive classes. The study further recommends curriculum adaptation to respond to diverse needs of all the learners.

Grantor dc:publisher

University of Namibia

Year dc:date.issued

2021

Author dc:creator

• Katiti, Wilkan N.

• Inclusive placement
• Inclusive education
• Special needs

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11070/2935

OAI identifier oai:identifier

oai:repository.unam.edu.na:11070/2935