An exploration of teachers’ views on the implementation of the inclusive education policy in selected mainstream schools in the Oshana Region, Namibia

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Stellenbosch : Stellenbosch University
ENGLISH ABSTRACT: This study investigates teachers’ views on the implementation of the inclusive education policy in selected mainstream schools in the Oshana region of Namibia. The research approach used in the study is qualitative, guided by the interpretive paradigm. A purposefully selected sample of 9 teachers from 3 selected mainstream schools in the Oshana region participated in the study. Semi-structured interviews were used to collect data on the implementation of the inclusive education policy. Content analysis was used to analyse the data and the qualitative findings are presented according to themes and sub-themes derived from the research questions. The study reveals that most of the teachers who were interviewed indicated that the inclusive education policy is important as it helps Namibia to fulfil the dream of Education for All (EFA) which is aimed at ending exclusion in education in the country. However, the study also shows that many teachers are struggling to implement the policy as they feel that they have not received the necessary skills and knowledge during their teacher training to implement the inclusive education policy. The implementation of the policy of inclusive education by the teachers is, therefore, viewed as being effective only to a very limited extent. The study reveals that the implementation of the policy has many challenges such as school environments which are unfit to accommodate all learners with learning impairments especially learners on wheelchairs. In addition, many schools lack the necessary facilities and equipment for learners with hearing and visual impairments. Furthermore, another challenge cited by the teachers was the lack of knowledge and skills for accommodating learners with barriers to learning. This study, therefore, recommends in- service training on the inclusive education policy especially for teachers who started teaching before the policy was introduced. Furthermore, support and monitoring of the implementation of the policy and provision of the relevant resources and improvement of infrastructure at mainstream schools are recommended. The research study concludes that inclusive education requires the Ministry of Education Arts and Culture and all other stakeholders to work harder to make its implementation successful in all mainstream schools.
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Thesis (MEd)--Stellenbosch University, 2021.
Inclusive education, Education and state -- Namibia -- Oshana, Education -- Government policy -- Namibia -- Oshana, Education policy -- Namibia -- Oshana, Learning disabled children -- Education -- Namibia -- Oshana, Mainstreaming in education -- Nambia -- Oshana, Teachers -- In-service training -- Namibia -- Oshana, Education, Higher -- Nambia -- Oshana, Educational equalization -- Namibia -- Oshana, Education -- Namibia -- Oshana, UCTD