Educators' perceptions about the implementation of inclusive education

Nekhumbe, Julia Mulalo (2004-03)

Thesis (MEd)--Stellenbosch University, 2004.

Thesis

ENGLISH ABSTRACT: This study focuses on the perceptions of a selected primary school's educators concerning the implementation of inclusive education. Since the coming to power of the first truly democratically elected government in South Africa, many changes have taken place. The foundation for these changes is laid by a new constitution. Clauses in the Constitution that have important implications for education and for the concept of inclusion embraced in this study, are those that contain principles of basic rights, equality and nondiscrimination (National Department of Education 1997:41-42). The Constitution of the Republic of South Africa (Act 108 of 1996) states that the aim of the Constitution is to heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights. In the learning process, the educator plays a pivotal role, and if he/she does not function effectively, it could form a barrier to learning. International literature has affirmed that a public school should admit learners and serve their educational requirements without unfairly discriminating in any way. From the above literature, the educators' perceptions should be enhanced. As the implementation of the inclusive education policy is inevitable, it is of utmost importance to determine the perceptions of educators of this policy, in order to facilitate the successful implementation of the policy. The goal of this study is to gain an understanding of the educators' perceptions of the implementation of inclusive education. In order to achieve this goal, a focus group interview was conducted with educators at a selected primary school in the Limpopo Province Region Three. Five main patterns of concern emerged from the data, namely flexibility in curriculum, the needs of on-going training, the reduction of educator-pupil ratio and site improvement.

AFRIKAANSE OPSOMMING: Hierdie studie fokus op die persepsies van 'n selekteerde groep onderwysers aan 'n primêre skool rakende die implimentering van inklusiewe onderwys. Sedert die verkiesing van die eerste ware demokraties verkose regering in Suid-Afrika, het vele veranderinge plaasgevind. Die grondslag vir hierdie veranderinge is neergelê deur die Grondwet. Klousules binne die Grondwet wat belangrike gevolge vir onderwys asook vir die konsep van inklusie is vervat in hierdie studie. Dit behels die beginsels van basiese regte, gelykheid en nie-diskriminasie (Nasionale Departement van Onderwys 1997: 41-42). Die Grondwet van die Republiek van Suid-Afrika (Akte 108 van 1996) vermeld dat die doel van die Grondwet is om die verdeeldheid van die verlede te genees en om 'n gemeenskap daar te stel wat gebasseer is op demokratiese waardes, sosiale geregtigheid en fundamentele menseregte. Die onderwyser speel binne die leerproses 'n sentrale rol. Indien die onderwyser nie effektief funksioneer nie, kan dit 'n struikelblok tot leer wees. Internasionale literatuur beaam dat 'n publieke skool leerders moet toelaat en hul opvoedkundige behoeftes moet dien sonder diskriminasie van enige aard. Vanuit bogenoemde literatuur behoort onderwysers se persepsies versterk te word. Die implimentering van inklusiewe onderwys is onafwendbaar. Dit is van kardinale belang om die persepsies van onderwysers ten opsigte van hierdie beleid te bepaal. Dit is nodig om die suksesvolle implimentering van die beleid te fasiliteer. Die doel van hierdie studie poog om begrip te bekom rakende onderwysers se persepsies insake die implimentering van inklusiewe onderwys. Om hierdie doel te bereik is 'n fokusgroeponderhoud gevoer met onderwysers aan 'n geselekteerde primêre skool in die Limpopo Provinsie Distrik Drie. Vyf patrone van bekommernis het in die data te voorskyn gekom. Die patrone was die buigsaamheid van die kurrikulum, die behoefte vir voortdurende opleiding, die vermindering van die onderwyser-leerder verhoudings en omgewingsverbeteringe.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/49940
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