Implementation of inclusive education

• Main Author: Zulu, Dominica Ntombiyenkosi
• Other Authors: Vos, M.S.
• Format: Others
• Language: en
• Published: 2010
• Subjects: Inclusive education; Inclusive education > Implementation
• Online Access: http://hdl.handle.net/10530/340

Submitted in fulfilment of the requirements for the Degree Master of Education in the Department of Educational Psychology & Special Education of the Faculty of Education at the University of Zululand, 2007. === The aim of this investigation was to establish educators' perceptions of the implementation of inclusive education. From the literature study it emerges that inclusive education constitutes a challenge to the education system in South Africa, in particular to mainstream educators. Successful implementation of inclusive education requires educators to have a positive attitude, be flexible and critical, creative and innovative in their approach to teaching and learning. Educators are expected to have the necessary knowledge, skills, competencies and support to accommodate a wide range of diversity among learners in an inclusive classroom. They must be able to select appropriate teaching strategies to achieve specific outcomes. Effective inclusion will only stay a dream if educators do not have the necessary training, support systems and appropriate resources. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by educators from primary schools, was utilised. The data obtained from the completed questionnaires were analysed and commented on by means of descriptive statistics. In conclusion a summary was presented on the findings of the literature review and empirical investigation and the following are some of the recommendations that were made: > Opportunities for in-service training regarding inclusive education must be made available to mainstream educators. > The Department of Education must provide adequate support to educators concerning all aspects of inclusive education.