The challenges of implementing inclusive education in full-service schools : a case study in Thabina circuit, Mopani-West district at Limpopo province

Abstract

In South Africa, legislative and policy framework resulted in the creation of a new schooling system known as full service schools. Full service schools place students with mild educational challenges in the same classroom as students who are not academically challenged. The South African government established Full Service Schools (FSS) to facilitate the practical implementation of inclusive education and to pave the way for all schools/institutions to eventually become inclusive institutions. The purpose of this study was to investigate the challenges in the implementation of inclusive education. Bronfensbrenner‟ social ecological theory was adopted as the theoretical framework that guided the study with the use of interpretive paradigm. This study adopted qualitative research approach to investigate the challenges in the implementation of inclusive education. The population of this study was made up of twelve participants. The study used purposive sampling to select twelve teachers (four teachers per school). Semi structured interviews, observations and document analysis were used to collect data. Thematic data analysis was adopted. In order to ensure ethical considerations, procedures pertaining to anonymity, informed consent, confidentiality and voluntary participation were followed. The participants in the study were assured of their anonymity and safety. The study‟s findings revealed, among others that teachers misunderstand inclusive education policy; as they believe it to be the policy only meant to be practiced at special schools. The study further indicated that most of the schools in Thabina circuit do not have inclusive education committees. The study also revealed that learner profiling is not properly administered by teachers. Moreover, the study discovered that there is lack of parental involvement in the implementation of inclusive education. This study came to a conclusion that teachers were not given adequate support and resources to enhance the practice of inclusive education. The study recommends in service training of teachers, continuous professional development of teachers on the policy of inclusivity, and teacher parent collaboration adoption in order to achieve positive results.