Exploring the attitudes and perceptions of Foundation Phase teachers towards Inclusive Education in Vhembe West District

The study explored the attitudes and “perceptions of Foundation Phase teachers towards inclusive education. Learners with special needs are often excluded or overlooked in early childhood education, yet it is enshrined in the Constitution of South Africa that every child has a fundamental right to education. An interpretivist paradigm was used in the study. The study was qualitative. The population for this study comprised all Foundation Phase teachers in full-service schools in Vhembe West District. A purposive sample of 6 Foundation Phase teachers from three selected schools was used. Data was collected using interviews, classroom observation and document analysis. Data was analysed thermatically. The study found out that Foundation Phase teachers have negative attitudes and perceptions towards inclusive education, which disadvantages learners with special needs. To improve the attitudes and perceptions of Foundation Phase teachers towards inclusive education, the study recommends the following strategies: ongoing support forf teachers through teacher training, workshops and teacher engagement with parents and caregivers of leaners with special needs. The study also recommends the provision of equipment and facilities for the smooth implementation of inclusive education in schools.

Author dc:creator

• Masikhwa, Rofhiwa

Advisor dc:contributor.advisor

• Makhwathana, R. M.

• Access
• Attitudes
• Foundation Phase
• Inclusive Education
• Inclusion
• Perceptions
• Special Education Needs
• UCTD

Statement dc:rights

• University of Venda

Language dc:language.iso

en

Repository record dc:identifier.uri

https://univendspace.univen.ac.za/handle/11602/2860

OAI identifier oai:identifier

oai:univendspace.univen.ac.za:11602/2860