Experiences of educators towards the implementation of inclusive education in Richards Bay Schools

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dc.contributor.advisorHlongwane, M.M.
dc.contributor.advisorNdawonde, B
dc.contributor.authorNxumalo, Khethiwe Soli
dc.date.accessioned2019-07-23T12:44:01Z
dc.date.available2019-07-23T12:44:01Z
dc.date.issued2019
dc.descriptionA dissertation submitted to the Faculty of Education of the requirements for the Degree Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2019.en_US
dc.description.abstractThe implementation of inclusive education in mainstream schools has for some time faced challenges in South African schools. Although much has been achieved in terms of policy development, and the restructuring of schools, the effects of changes have not been properly managed and evaluated. Evaluation and monitoring changes will help to determine the achievement of the policies and tracking the implementation of inclusive education. The main aim of this study was to assess teachers’ experiences of the implementation of inclusive education and to determine the strategies they employed in order to accommodate diversity in their classrooms. Questionnaires were used, both closed-ended and open-ended questions to collect data from primary school teachers. Seven Richards Bay primary schools were identified as the sampling frame. Out of seven schools, one school chose not to participate. A total number of 104 teachers participated in this study. The closed-ended questions were analysed quantitatively. With regards to open-ended questions qualitative analysis was employed. The study revealed that teachers do embrace inclusive education however, most were still found practicing their old methods of teaching, which they were using before inclusive education was introduced. This was due to lack of skills and training. Teachers were given options to choose from with regard to special methods they use in accommodating diversity in their inclusive classrooms. Out of 104 teachers who participated, fifty nine (59) indicated that they do not use any special method to accommodate diversity in their classroom while (45) forty five declared that they use special methods in their inclusive classrooms. The study recommends that in-service training should be provided. Monitoring strategies should be put in place in order to provide support and guidance to teachers. Parents must also be involved in the education of their children. Through the involvement of the School Governing Bodies (SGBs).en_US
dc.identifier.urihttps://hdl.handle.net/10530/1775
dc.language.isoenen_US
dc.publisherUniversity of Zululand
dc.subjectInclusive educationen_US
dc.subjectPolicy developmenten_US
dc.titleExperiences of educators towards the implementation of inclusive education in Richards Bay Schoolsen_US
dc.typeThesisen_US
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