The practices of inclusive education in Grade R, Nylstroom circuit, Limpopo

Abstract

The Early Childhood Development (ECD) policy of White Paper 5 protects the development right of children and to learn at an early age. In line with this, the Inclusive Education (IE) policy of White Paper 6 (2001) acknowledges that all children hold the potential of learning within all bands of education and they all require support. The purpose of this research was to investigate the practices of Inclusive Education in mainstream schools in Grade R, Nylstroom circuit, Limpopo in South Africa. Practicing IE in Grade R classes has become a challenge because teachers have to identify different strategies so as to accommodate the diverse needs of all learners. According to the Department of Education (2010:22) practicing IE needs a teacher with knowledge and skills to be able to adapt the curriculum and use differentiated strategies to accommodate the diverse needs of all learners. Most practitioners and teachers have not been trained to teach in IE classes; hence they experience challenges of accommodating the diverse needs of all learners. Even though mainstream schools with Grade R classes are being encouraged to practice Inclusive Education, learners are not receiving the education based on their educational needs. Based on the assumption that challenges may be caused by the education system and other related factors, Bronfenbrenner’s ecological systems theory and the qualitative research design were used in this study to explore the practices of IE in selected Grade R classes in primary schools, with nine teachers being interviewed and observed. Yin’s method of data analysis was applied and factors affecting the practices of IE in Grade R were highlighted. The following factors were identified: curriculum policy factor, classroom factors, parents’ involvement and collaboration with NGOs and health professionals, teaching strategies, education matters and resources. It was recommended that Grade R teachers needs to be trained in inclusive practices so that they can respond appropriately to the learners’ needs. The involvement and support of parents should be encouraged in the education of young learners so that learners could succeed in their academic careers.