Authors :
Mokwena Morelle
Volume/Issue :
Volume 8 - 2023, Issue 10 - October
Google Scholar :
https://tinyurl.com/2szb54bz
Scribd :
https://tinyurl.com/yb7hxb7f
DOI :
https://doi.org/10.5281/zenodo.10046812
Abstract :
The purpose of this study was to outline
factors hindering the implementation of inclusive
education in full service schools in Matlosana local
education office. The study aims to provide national,
provincial and district support teams with the
impediments that negatively affected successful
implementation of inclusive education in schools. The
second aim was to bring about maximum support to
schools that needed support to cater the needs of
learners with learning barriers. The secondary school
educators were made participants. Members of school
based support team were also selected as teachers
implementing inclusive education. Data was collected
using semi-structured interviews which were
administered to a stratified sample of primary and
secondary school teachers.
The data was gathered from the participants and
analysed in thematic manner. The results indicated that
the implementation of inclusive education was hampered
by various issues such as inappropriate implementation
of Screening identification and assessment and support
(SIAS) policy, lack of functionality of School based
support team (SBST), lack of teacher training, teachers
failing to apply for learner concession and
accommodation and placement.
Keywords :
Full Service Schools, Inclusive Education, Impediments To Inclusive Education, Learners With Education Special Needs.
The purpose of this study was to outline
factors hindering the implementation of inclusive
education in full service schools in Matlosana local
education office. The study aims to provide national,
provincial and district support teams with the
impediments that negatively affected successful
implementation of inclusive education in schools. The
second aim was to bring about maximum support to
schools that needed support to cater the needs of
learners with learning barriers. The secondary school
educators were made participants. Members of school
based support team were also selected as teachers
implementing inclusive education. Data was collected
using semi-structured interviews which were
administered to a stratified sample of primary and
secondary school teachers.
The data was gathered from the participants and
analysed in thematic manner. The results indicated that
the implementation of inclusive education was hampered
by various issues such as inappropriate implementation
of Screening identification and assessment and support
(SIAS) policy, lack of functionality of School based
support team (SBST), lack of teacher training, teachers
failing to apply for learner concession and
accommodation and placement.
Keywords :
Full Service Schools, Inclusive Education, Impediments To Inclusive Education, Learners With Education Special Needs.
