Browsing by Author "Mowes, A. D."
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- ItemThe views of educators regarding inclusive education in Namibia(Stellenbosch : Stellenbosch University, 2002-03) Mowes, A. D.; Engelbrecht, P.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.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.