Inclusion challenges faced by learners with physical impairments in Mamelodi East primary schools

Abstract

The study: inclusion challenges faced by learners with physical impairments in Mamelodi East Primary schools, aims to highlight acceleration of education opportunities for LWPI in inclusive settings in order to transform the education system and meet the UN goal of education for all. The constitution of the Republic of South Africa (RSA, 1996) guarantee every learner the right to education. The methodology used in the study is qualitative study that employed interviews, observations and documents analysis as instruments of data collection. The study was conducted in four primary schools situated in Mamelodi East in Tshwane South District in Gauteng with 20 participants. Thematic analysis was used to analyse data (Braun and Clarke, 2013). Creswell’s method of data analysis was adopted. The findings revealed that the following were factors affecting learners with physical impairments: poor infrastructures in schools, unqualified teachers, lack of resources, inaccessible/unavailable LTSM and lack of assistive devices and technologies. Some of the proposed recommendations include: that the Department of Basic Education need to see to it that they train teachers in inclusive education; revamp the schools to accommodate LWPI; provide schools with adequate resources and assistive devices and technologies in order to ensure that LWPI enjoy the same rights to education as others without disability.