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

  Sinthumule, Langanani (2024-05-06)

  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 ...
• Teachers’ perceptions towards mediating behavioural challenges in the primary school classrooms of Bojanala District, Northwest Province. 

  Molekoa, Mashiga Ambrose (2024-06-15)

  The perceptions of teachers towards mediating behavioural challenges in mainstream primary school classrooms remains a critical part of the inclusion policy and practice in South African schools. This study is aimed at ...
• Exploring the effects of organisational culture on learners living with disabilities in primary schools at Malelane Circuit 

  Gulwako, Njabuliso (2023-11)

  There is a national concern that learners living with disabilities are unable to cope in mainstream schools where they must compete with learners who have no disabilities. Despite several studies pointing to these challenges, ...
• Teacher preparedness to implement inclusive education in mainstream classrooms in a selected combined school in South Africa 

  Govender, Kavitha (2023-11-07)

  This study aimed to establish teachers’ preparedness to implement inclusive education in mainstream classrooms in a selected combined school in South Africa. It was significant in Foundation to Senior Phases in mainstream ...
• Teachers’ perspectives on the implementation of inclusive education at primary schools in Pinetown District, Kwazulu-Natal 

  Hadebe, Jabulile Princess (2023-11)

  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 ...
• Teachers’ readiness in supporting learners with learning impairments in mainstream secondary schools in rural areas 

  Madiba, Sewela Ruth (2023-05-10)

  Teachers’ skills and knowledge in supporting learners with learning impairments in Inclusive mainstream schools remain a perquisite without which learners with learning impairments can be placed at risk of being marginalised. ...
• Support for grade 9 learners with reading difficulties in secondary schools of Leribe District in Lesotho 

  Mohleleng, Mookho Marianna (2023-03-29)

  Supporting Grade 9 learners who have reading difficulties in secondary school is important for the inclusion and academic success of these learners. This support requires teachers to employ a variety of learner-centred ...
• Factors affecting the inclusion of children with disabilities in early childhood development centres in Masvingo primary schools, Zimbabwe 

  Musengi, Esther (2021-11)

  The study investigated factors affecting the inclusion of children with disabilities in early childhood development centres in primary schools in Masvingo Province, Zimbabwe. This was utilized as a basis for strategizing ...
• Student teachers’ experiences in implementing inclusive education during teaching practice in Zimbabwean primary schools 

  Khumalo, Christin (2021-02)

  The study sought to investigate student teachers’ experiences in implementing inclusive education during teaching practice in Zimbabwean primary schools. The investigation serves as a springboard to establishing a teacher ...
• Parental involvement in special schools of Gauteng east district as experienced by school principals and parents 

  Thwala, Fisokuhle Bernice (2023-03-09)

  The significance of Parental Involvement (PI) in the education of all children irrespective of their learning disabilities/abilities is crucial to enhance their scholastic performance, extra-curricular, skills development, ...
• An exploratory case study of an online mindset programme with grade four learners who experience learning disabilities in KwaZulu-Natal 

  Goodrick, Penny Lynne (2020-08-11)

  The purpose of the current qualitative study sought to investigate how grade four learners with learning disabilities understand themselves as learners following Brainology instruction. The provision of various interventions ...
• Graduate pre-service primary school teacher preparation for inclusion in education in Zimbabwe 

  Chipika, Charles Govero (2021-02-25)

  Proficient and appropriate preparation of pre-service teachers is a decisive milestone in guaranteeing inclusion in education in addressing Zimbabwe’s teacher education challenges as pitfalls in this service by its ...
• Teaching strategies for learners with autism spectrum disorder in Johannesburg : a case study 

  Nyatanga, Sitembile (2020-08)

  The current study explored teaching strategies for learners with Autism Spectrum Disorder (ASD) at a purposefully sampled special school in Johannesburg East District in the Gauteng Province of South Africa as the context ...
• Professional preparation of primary school teachers for inclusive education in Nigeria 

  Daniyan, Olatope Oladunni (2020-02-20)

  Since Nigeria adopted inclusive education in compliance with the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994), other global human rights instruments, and in alignment with several ...
• The inclusion of students with visual impairment in tertiary institutions : a case study of teachers’ training college at Machakos, Kenya 

  Adongo, Joshua Odhiambo (2023-04-22)

  The study investigated the inclusion of students with visual impairments (VI) at tertiary institutions in Kenya. It mainly focused on the role played by inclusive education policy, educational resources, environmental ...
• Inclusion challenges faced by learners with physical impairments in Mamelodi East primary schools 

  Sekhwela, Mosibudi Phillipine (2022-08-31)

  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 ...
• Assessment of the education of deaf students in the integrated primary schools of Amhara national regional state : practices, opportunities and challenges 

  Mengistu Yitayal Alemu (2023-02)

  The purpose of this study was to assess the educational practices, opportunities and challenges of deaf learners in Amhara National Regional State Integrated Primary Schools. Both qualitative and quantitative research ...
• Teachers’ attitudes towards the use of Information and Communication Technology in inclusive primary schools 

  Nyathi, Dumisiwe Dorcas (2022-10-07)

  The integration of ICT remains a major barrier in education, negatively affecting the teaching and learning process in inclusive schools in South Africa. The purpose of the study therefore was to provide a deep understanding ...
• Support for learners with reading difficulties in foundation phase in Magakala circuit 

  Makonko, Rebiditswe Caroline (2022-09-30)

  The study aimed to explore how teachers support learners with reading difficulties in the Foundation Phase. This qualitative study was conducted in five primary schools. In each school, three foundation phase teachers were ...
• Teacher perceptions of the competence of the school management team on job satisfaction 

  Gencel, Huseyin; Muthukrishna, Anbanithi; Grobler, Bennie (Journal of Educational Studies, 2022)

  This research focused on teachers’ perceptions about the relationship between the competence of the School Management Team (SMT) in using an ethical foundation as an aspect of holistic leadership, and its impact on their ...

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