Challenges faced by educators in the implementation of inclusive education in selected secondary schools of Vhembe East District

This study investigated the challenges educators face in implementing inclusive education in selected secondary schools in the Vhembe East District. Set against both global and local human rights movements advocating for equitable education, inclusive education has become a key priority in preparing learners to participate meaningfully in an increasingly interconnected and fast-changing global economy. However, in rural South African contexts such as Vhembe East, these global expectations intersect with deeply rooted local challenges, including limited resources, inadequate infrastructure, and insufficient teacher training. South African educators are required to implement a new curriculum, embrace learner diversity, and advance inclusive education practices, often with little or no formal training, support, or practical knowledge. These constraints are particularly pronounced in rural areas, where systemic inequalities further hinder effective implementation. An interpretive research paradigm was adopted to understand the contextual realities of the participants. The study employed a qualitative approach, using a case study design to address the research questions. Two principals and fourteen educators were purposefully selected from two secondary schools in the Vhembe East District. The selection of schools was based on criteria such as the availability of inclusive resources, trained educators, accessible infrastructure, learner diversity, supportive leadership, and evidence of inclusive policy implementation. This ensured a comprehensive understanding of how inclusive education is practiced across different school contexts. Data were collected through open-ended, face-to-face individual and focus group interviews, and analysed using thematic analysis. The findings revealed that many educators have limited access to ongoing professional development in inclusive education, which negatively impacts their confidence, specialised knowledge, and practical skills. Furthermore, inadequate and inaccessible school infrastructure, such as the absence of ramps, adapted toilets, and appropriate classroom spaces, emerged as a significant barrier. The study concludes that while inclusive education is a global and national priority, its successful implementation in rural South African schools requires targeted interventions. These include improved resource allocation, continuous teacher training, and stronger institutional support systems. The findings contribute to policy development and offer practical recommendations to enhance inclusive education in similar contexts.

Author dc:creator

• Khomunala, Nnyambeni Violet

Advisor dc:contributor.advisor

• Tshisikhawe, M. P.

• Hidden Curriculum
• Inclusive education
• Integration
• Learner support educators
• Learning barriers
• UCTD

Statement dc:rights

• University of Venda

Language dc:language.iso

en

Repository record dc:identifier.uri

https://univendspace.univen.ac.za/handle/11602/3158

OAI identifier oai:identifier

oai:univendspace.univen.ac.za:11602/3158