An investigation into the level of preparedness of the educators in Mthatha district to implement inclusive education
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Date
2012
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Publisher
University of Zululand
Abstract
The aim of this study was to investigate the level of preparedness of educators from the Mthatha District to implement inclusive education. A qualitative design was adopted for this study. A random sample of 100 educators was selected from the junior secondary schools that have been converted to full service schools under the Department of Education in the Mthatha District. A pre-designed, structured questionnaire was used to collect data. Data was analysed qualitatively through thematic analysis and quantitatively through the use of the Statistical Package for the Social Scientists (SPSS). The aim of the study was to determine how well the educators were prepared for inclusive education.
The findings revealed that sixty percent of the participants were comfortable with inclusive education because of previous training and experience. However, they felt that more could be done by government to support them so that inclusive education can be implemented successfully. The perception was that inclusive education was simply added to the existing workload. Educators felt that relief from their routine method of facilitating learning was limited.
Forty percent of the participants were not ready for inclusive education due owing to the following factors: lack of training, lack of resources, and insufficient information on inclusive education.
Based on the findings of this study, it is recommended that there should be ongoing support and educator training in order to equip educators with skills for successful implementation of inclusive education. A multi-disciplinary team approach is also
recommended where educational psychologists or registered counsellors will form an integral part of the team.
Description
A thesis submitted in partial fulfilment of the requirements for the degree PhD (Community Psychology) in the Department of Psychology Faculty of Arts University of Zululand, South Africa, 2012.
Keywords
Inclusive education, Inclusive education -- Teacher preparedness