Browsing by Author "Makama, Bathobile"

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    Teachers’ understanding of advantages and disadvantages of implementing inclusive education in one selected mainstream primary school in Ekurhuleni South district
    (University of the Witwatersrand, Johannesburg, 2023-09) Makama, Bathobile; Aloka, Peter
    Inclusive education was set to bring about change that has yet to be effective in the field. Many South African policies were created to guide it, but the contradiction has left many confused and teachers at the forefront with no support. This study aimed to investigate teachers’ understanding of advantages and disadvantages of implementing inclusive education in one selected mainstream primary school in Ekurhuleni South district. To achieve this goal, three research objectives were set to govern the study, namely: to explore teachers’ understanding of inclusive education in the selected mainstream primary school; to examine teachers’ understanding of the advantages of implementing inclusive education in the selected mainstream primary school and finally, to explore teachers’ understanding of the disadvantages of implementing inclusive education in the selected mainstream primary school. This study used the interpretive research paradigm. The design that was used in this study is a case study because it dealt with contemporary phenomena. The sample size of 7 teachers allocated to the intermediate phase from Grade 4- 7 were obtained by using the purposive sampling method. The research instruments adopted comprised of a semi-structured interview for three teachers and one focus group discussion for the other four teachers. The data was analysed by employing a thematic analysis framework to enable analysis of interview data. The findings of the study indicated that teachers have multiple understandings of what inclusive education such as; holistic teaching, team teaching, effective communication and understanding, accommodation of diverse learners, creation of special schools for learners with disabilities and dumb down content for support. The findings of the study also reported teachers understanding of advantages of inclusive education as; caters for diverse needs of all learners, enhances intrapersonal understanding of learners with special needs, enhances self-esteem of disabled learners and provides equal opportunities for all learners. The study highlights teachers understanding of implementing inclusive education to include; lack of teacher training, overcrowded classrooms, limited class time, overloaded curriculum, lack of support, lack of resources, incorrect infrastructure, teaching by trial and error amongst others. The study recommends that the Department of Education should provide continuous in-service teacher training on inclusive education.