Managing inclusive education in the classroom with reference to the Nkangala region in Mpumalanga

Abstract

In 2006 South Africans celebrated the twelfth anniversary of a democratic South African. A paradigm shift in education was a prerequisite and the government introduced an inclusive education system.

The aim of this investigation was to make a contribution to the understanding of educational needs of learners who experience barriers to learning and to provide guidelines on how to support them. This research will however attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need to be competent inclusive teachers.

The data is based on focused group interviews, observation and document analysis. The researcher selected Maloka primary school as the research site. The subjects that were chosen were 2 Grade 5 classrooms and 6 educators. The main themes identified in the interviews were among others availability of resources, strategies need and problems encountered in teaching inclusive classes.

The conclusion reached is that inclusive education is here to stay so the Department of Education and all other stakeholders should join hands and make it work.