The practise of inclusive education in the Lusikisiki mega-district with special reference to Flagstaff sub-district (Eastern Cape)

Abstract

This study reports on the practice of inclusive education in three rural disadvantaged communities within the Eastern Cape. The research focused on the development of inclusive educational practices such as teaching, assessment and support in inclusive education. Recognizing the changing needs in the teaching profession and consequently the changing needs of both in service and pre-service educators, this project was conceived as providing an insight into the response of educators to the challenges of inclusive education and the meanings that these experiences have for educators who have had practical exposure to inclusive education. The need to acknowledge barriers which have implications for planning, expectations and effectiveness of implementing inclusive education in this specific context is acknowledged. In South Africa direct support service delivery is only to a few advantaged schools and communities. Learners who are economically and environmentally disadvantaged are excluded even though they have an equal right to effective support.