Teachers’ perspectives on the implementation of inclusive education at primary schools in Pinetown District, Kwazulu-Natal

Abstract

Inclusive education is a fundamental paradigm shift in primary education, striving to ensure that every child has equitable access to quality education regardless of their diverse abilities and needs. This study aimed to explore teachers’ perspectives on implementing inclusive education in public primary schools. The study was conducted in four public primary schools in the Pinetown District, KwaZulu-Natal. The study adopted a qualitative research approach using a case study design. Moreover, this study was guided by the lenses of Lev Vygotsky's sociocultural cognitive theory and Bronfenbrenner's ecological systems theory. A purposeful sampling strategy was employed for this study to identify participants who were likely to be knowledgeable and experienced in the phenomenon under investigation. The data generation process was generated through semi-structured interviews and observations with principals, departmental heads (DH), and teachers. The study employed non-participant observation and document analysis to triangulate data for credibility and trustworthiness. The data were analysed using thematic analysis, and it followed a process that included data coding, theme identification, and interpretation of findings to analyse the data related to the implementation of inclusive education. The study findings revealed that all participants knew the importance of implementing inclusive education in public primary schools. It was evident that various factors, such as the availability of physical resources, human resources, financial resources, and the nature of the curriculum for Education for learners with special educational needs (ELSEN), impacted the implementation of inclusive education. The study also revealed the challenges that hamper implementation, such as insufficient space and overcrowded classrooms, inadequate time for teaching diverse learners, and inadequate parental involvement and support. It was recommended that for inclusive education to thrive, teachers must undergo training in educating learners with special educational needs (SEN). Schools should receive sufficient resources to address the diverse needs of all learners, and a flexible curriculum is crucial to providing every child with an opportunity to learn and benefit from education. Success in inclusive education also relies on active involvement from all stakeholders in educating learners with special needs.