The views of educators regarding inclusive education in Namibia

Mowes, A. D. (2002-03)

Thesis (PhD)--Stellenbosch University, 2002.

Thesis

ENGLISH ABSTRACT: The move towards greater inclusion of learners with special educational needs into regular classrooms has resulted from a human rights perspective. This is based on the social justice approach of equal educational opportunities for all learners within the same classroom. The efficacy of this pedagogical change relies heavily upon educators' perceptions and views. Against this background, the study investigated the views of educators regarding inclusive education in Namibia. To achieve the objectives, a quantitative research approach was used. Data collection methods included a literature review and a questionnaire. The questionnaire was administered to a stratified sample of 616 Namibian primary, combined and secondary school educators. The results of this questionnaire, have provided evidence that Namibian educators indeed hold a variety of views towards inclusive education. Some of the major findings were the following: • Namibia does not have a clear and irnplernentable policy on the education of Namibian learners with special educational needs. • The results showed that funds for education are not allocated in line with an explicit inclusionary policy. • It is evident that the current curriculum being followed in regular schools is not suitable for learners with special educational needs. • The results showed that the vast majority of educators educating in Namibian schools have never undergone any training in special needs education. • Results also showed that educators are in need of support service in the form of social workers, psychologists and therapists. • The results further indicated that schools need to be modified in order to accommodate learners with special educational needs. In view of these findings it becomes vitally important to address educators' views and concerns before inclusive educational policies are implemented.

AFRIKAANSE OPSOMMING: Die beweging na groter opname van leerders met spesiale onderwys behoeftes in gewone klaskamers (inklusiewe onderwys) het vanuit 'n menseregteperspektief voortgespruit. Dit is gebaseer op die benadering van sosiale geregtigheid van gelyke opvoedkundige geleenthede vir alle leerders in dieselfde klaskamer. Die werkbaarheid van hierdie opvoedkundige verandering hang grootliks af van die persepsies en opvattings van opvoedkundiges. Teen hierdie agtergrond is die opvattings van opvoedkundiges jeens inklusiewe onderwys in Namibië ondersoek. 'n Kwantitatiewe navorsingsbenadering is gebruik ten einde die doelwitte te bereik. Data-insamelingsmetodes het In literatuuroorsig sowel as 'n vraelys ingesluit. Die vraelys is bedien aan 'n gestratifiseerde steekproef van 616 Namibiese primêre, gekombineerde en sekondêre skoolopvoedkundiges. Die uitslag van die vraelys het inderdaad aangetoon dat Namibiese opvoedkundiges 'n verskeidenheid opvattings jeens insluitende opvoeding het. Die volgende is enkele van die hoof-bevindinge wat gemaak is: • Namibië beskik nie oor 'n duidelike en implementeerbare beleid rakende die onderwys van leerders met spesiale behoeftes nie. • Fondse vir onderwys word nie ooreenkomstig 'n eksplisiete inklusiewe beleid toegewys nie. • Dit is duidelik dat die kurrikulum wat tans in gewone skole gevolg word, nie geskik is vir leerders met spesiale behoeftes nie. • Die oorgrote meerderheid van opvoedkundiges in Namibiese skole het geen opleiding in die onderwys van leerders met spesiale behoeftes nie. • Opvoedkundiges het 'n behoefte aan ondersteuning deur maatskaplike werkers, sielkundiges en terapeute. • Skole moet aangepas word ten einde leerders met spesiale behoeftes te kan akkommodeer. In die lig van die bevindinge is dit van kardinale belang dat opvoedkundiges se opvattings en besorgdheid aangespreek moet word alvorens insluitende opvoedkundige programme implementeer word.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/53188
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