Attitudes of mainstream school educators towards the implementation of inclusive education in Mafikeng primary schools

Abstract

The study seeks to understand the attitudes of teachers towards the implementation of inclusive education in Mafikeng primary schools. The selected primary schools have been converted to full-service schools, as stipulated in White Paper 6: Special Needs Education Policy (2001), which intends to build a single, inclusive system of education and training in South Africa, based on the principles of human rights and social justice for all learners. The Theory of Planned Behaviour, which is an extension of the Theory of Reasoned Action, was used as a conceptual framework. Qualitative research design and a case study approach were employed as modes of enquiry in this study, while constructivism/interpretivism was used as philosophical paradigm. The study population comprised 43 teachers and principals who had already been working at full-service schools for almost 12 months. Purposive sampling was used to effect sample selection. The findings in this study indicate that the respondents (teachers and principals) of the selected full-service schools had a positive attitude towards the implementation of inclusive education and were willing to work within this challenging environment. They were willing to help learners who experience barriers to learning, and thus accepted the introduction of inclusive education in their schools. They indicated that they would be very pleased if the approach were rolled out in all schools in the North-West province, of which Ngaka Modiri Molema district forms a part. However, what is needed is continued support from the district as well as the Institutional Policy Development Services office, from whom they request training that is realistic and relevant to their day-to-day experiences in an inclusive environment. They identified challenges which could be overcome through receiving support and guidance when problems arise within the classroom and the school, and suggested that financial guidance was needed, especially for the principals who are tasked with acquiring the relevant teaching aids needed to help each child learn optimally.