Principals’ experiences in the implementation of inclusive education policy in primary schools in Nzhelele Central Circuit

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 focuses on principals’ experiences in the implementation of inclusive education policy to understand what they consider critical in ensuring that their schools implement inclusive education policy effectively in all schools within the Nzhelele Central Circuit (NCC). The study was conducted in five public primary schools, and a qualitative research approach was adopted using a case study design. Lev Vygotsky's sociocultural cognitive theory was adopted. A purposive sampling technique was used to select the research site and participants for the study. Data were generated through semi-structured interviews (SSIs) with 5 principals, 5 departmental heads (DHs), 5 teachers, and 5 parents. Data were analysed thematically and 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's findings revealed that most participants were unaware of the importance of implementing inclusive education in primary schools. It was also revealed that the challenges that impede implementation include inadequate space and overcrowded classrooms, insufficient time for teaching diverse learners, and inadequate parental involvement and support. The study recommended that for inclusive education to prosper, principals, DHs, teachers, and parents should undergo training for adequate policy implementation in the implementation of inclusive education policy. Schools should receive adequate funds to address the prerequisites of all learners, and a lithe curriculum is crucial to providing every child with an opportunity to learn and benefit from education. All education stakeholders should participate actively to successfully implement inclusive education in primary schools.