The attitudes of Further Education and Training (FET) phase teachers toward the implementation of inclusive education in Libode District in the Eastern Cape

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dc.contributor.advisorGovender, S.
dc.contributor.authorMcoteli, Nombuyiselo Tracey
dc.date.accessioned2019-07-19T07:42:18Z
dc.date.available2019-07-19T07:42:18Z
dc.date.issued2018
dc.descriptionA dissertation submitted in partial fulfilment of the requirements for Masters of Education (Educational Psychology) in the Department of Educational Psychology & Special Needs Education, Faculty of Education at the University of Zululand, 2018.en_US
dc.description.abstractThis research investigated the attitudes of Further Education and Training (FET) phase teachers toward the implementation of inclusive education in Libode District in the Eastern Cape. The investigation took place during the period between March and July 2017. The participants in this study were 182 Further Education and Training (FET) phase teachers from 12 randomly selected FET phase schools in the Libode district. Data were collected from teachers using a questionnaire. The data from the questionnaire were analysed using Statistical Package for Social Sciences (SPSS). The results showed that the FET phase teachers in the Libode District hold negative attitudes toward the implementation of inclusive education in the Libode FET phase schools in the Eastern Cape Province. The study recommends many strategies to combat these negative attitudes, including making available a guide for FET phase schools on how to implement inclusive education, in-service training of the FET phase teachers on inclusive education, participation of FET phase school teachers in implementing the Inclusive Education Policy, involvement of stakeholders (parents and experts in different relevant fields) in the implementation of inclusive education, providing special education needs learners in FET phase schools with relevant resources, introduction of modularization to progressed learners in the FET phase schools and strengthening subject choices in FET phase feeder schools in grade eight and nine for grade ten subject streams.en_US
dc.identifier.urihttps://hdl.handle.net/10530/1769
dc.language.isoenen_US
dc.publisherUniversity of Zululanden_US
dc.subjectFurther education and training -- teachersen_US
dc.subjectInclusive educationen_US
dc.subjectLibode District -- Eastern Capeen_US
dc.titleThe attitudes of Further Education and Training (FET) phase teachers toward the implementation of inclusive education in Libode District in the Eastern Capeen_US
dc.typeThesisen_US
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