Authors : Mokwena Morelle; Ephraim Thakadu Matshidiso; Sindisa Bila; Maria Glory Morelle

Volume/Issue : Volume 9 - 2024, Issue 8 - August

Google Scholar : https://tinyurl.com/ys2c4xt9

Scribd : https://tinyurl.com/4mzt8xth

DOI : https://doi.org/10.38124/ijisrt/IJISRT24AUG1051

Abstract : Background: The implementation of successful inclusive education our special schools is still a challenge as there are numerous impediments that hinders such implementation.  Objectives: To explore impediments in the implementation of inclusive education in two special schools in Dr Kenneth Kaunda District.  Method: To archive stipulated objectives, a qualitative research approach was employed. The population of the study was made up of two special schools in Dr Kenneth Kaunda District. Data was collected using semi- structured interviewed. Data was collected through interviews that were collected from learners who are identified with learning barriers and request for placement in special schools. The data was gathered from the participants and analysed in thematic manner.  Results: The study revealed that there are numerous impediments that hinders the implementation of inclusive education, inter alia, safety and security in schools, lack of parental involvement, learner’s drug abuse, shortage of therapists, teacher’s qualification, overage learners and shortage of special schools. The study also outlined factors curbing the implementation of inclusive education.  Conclusion: The study concluded that indeed the stipulated impediments hinders the successful implementation inclusive education.  Contribution: The suggested strategies will enhance the successful implementation of inclusive education in schools.

Keywords : Barrier, Special School, Inclusive Education, Impediments to Inclusive Education, Learners with Education Special Needs.

References :

1. Austin, Z.A. and Sutton, J. 2015. Qualitative Research: Data Collection, Analysis and management. Can, J. Hosp Pharm. 2015, 68 (3): 226-231.
2. Babbie, (2007). The practice of social research (11^th Ed). Thomson Wadsworth: United States of America.
3. Bakker, J., Denessen, E. & Brus-Laven, M. 2007. Socio-economic background, parental involvement and teacher perceptions of these in relation to pupil achievement. Educational Studies, 33(2), 177–192. http://dx.doi.org/10.1080/03055690601068345
4. Chowa, G., Ansong, D. & Osei-Akoto, I. (2012). Parental involvement and academic performance in Ghana. YouSave research brief. Available at http://preview.newamerica.org/downloads/ RB12-42.pdf [Accessed 27 June 2017].
5. Department of Education. (1998). Admission Policy for Ordinary Schools, as Published as Government Notice 2432, Government Gazette, Volume 200, No. 19377.
6. Donald, D, Lazarus, S & Lolwana, P. (2004). Educational Psychology in Social Context: 2^nd ed. Cape Town: Oxford University Press.
7. Frey, A. J., Mitchell, B. D., Kelly, M. S., McNally, S., & Tillett, K. (2022). School-Based Mental Health Practitioners: A Resource Guide for Educational Leaders. School mental health, 14(4), 789–801. https://doi.org/10.1007/s12310-022-09530-5
8. Health Profession Council of South Africa (2008). Confidentiality: Protecting and providing information. In HPCSA. Guideline for good practice in the health care profession. Booklet 10. Pretoria: HPCSA.
9. Human, L., (2010). The social inclusion of learners with visual impairment in mainstream Secondary school in Namibia. University of South Africa (UNISA): (Dissertation-MEd).
10. Lister, R. Smith, Middleton, S. & Cox, L. (2005). Young people talking about citizenship in Britain. In: Inclusive Citizenship: meaning and Expression. N. Kabeer (ed). Zed Books, London, UK (2005) ISBN 9781842775486.
11. MacMillan, J. H., & Schumacher, S. (1993). Research in Education (3rd ed). New York: Harper Collins College Publishers.
12. Mokwena, K. E., & Setshego, N. J. (2021). Substance abuse among high school learners in a rural education district in the Free State province, South Africa. South African family practice: official journal of the South African Academy of Family Practice/Primary Care, 63(1), e1–e6. https://doi.org/10.4102/safp.v63i1.5302
13. Mokwena K. E,. & Mohale D., (2020). Substance use amongst high school learners in the south of Johannesburg: Is this a new norm, published online 2020Dec https://10.Doi: 10.4102/safp.v62il.5122.
14. Morelle, M. (2016). Challenges experienced by learners with visual impairment in two mainstream school curriculum in Klerksdorp area, Published Masters in Psychology of education, UNISA, Pretoria.
15. Mulenga, D,. (2019). An Investigation Into Factors Influencing Enrolment Of Children With Special Education Needs At Kapoche Special School In Luangwa District Of Lusaka Province, Zambia, Paper ID: CFP/1169/2019, information and communication university, Lusaka, Zambia.
16. National Association of School Psychologists, ©2006, 4340 East West Highway #402, Bethesda, MD 20814, www.nasponline.org
17. Tanjung, PA 2019. Differentiated instruction in accommodating individual differences of EFL students. A Journal of Culture, English Language Teaching & Linguistics, 6(2):63-71.
18. UNESCO. (1994). The Salamanca Statement and Framework for Action on Special needs Education adopted by the World Conference on Special Needs Education Access and Quality, Salamanca, Spain, 7- 10 June 1994. Paris, UNESCO/Ministry of Education, Spain.
19. UNESCO.  (2005). Guidelines for inclusion:  Ensuring Access to Education for All.  Paris:  UNESCO.
20. Zulch-Knouwds, T. (2010). The inclusion of learners with visual impairment in a mainstream secondary school in Namibia. (Unpublished Masters dissertation). University of Stellenbosch, Stellenbosch.