Experiences of teachers in the full-service primary schools' implementation of inclusive education in the Vhembe East district

The development experienced by a substantial number of teachers in the full-service schools and the other important policies aimed to help the implementation of Inclusive Education are the Screening, Identification, Assessment and Support (SIAS), and the Draft National for Resourcing an Inclusive Education System. These policies were created to form a practical guide for teachers for Full-service schools on what Inclusive Education is and how it is implemented. The aim of the study was to investigate experiences of teachers in the full-service primary schools about the implementation of Inclusive Education in the Vhembe East District. The study adopted the qualitative approach, and the individual interviews were conducted to collect the data from the two principals and 10 teachers in the full-service primary schools. The interview schedule was structured and used to collect the data from the participants. Purposive sampling was used to select the participants of the study. The data collected was analysed thematically. The study revealed that teachers highlighted that they use the policies such as the Screening Identification Assessment policy when they implement inclusive education. The participants indicated that they are not well trained on the implementation of inclusive education and as a result some of them develop a negative attitude when they are teaching an inclusive classroom. The study recommended that teachers in the Full-service primary schools should be trained as

Grantor dc:publisher.institution

University of Zululand

Year dc:date.issued

2021

Author dc:creator

• Tshiovhe, Takalani Michael

• Barriers to learning, Full-Service School, inclusive education

Licence

• https://devspace.unizulu.ac.za/bitstreams/d1c0d4c2-1f62-4038-b2ec-08a74055a5f5/download