Teachers’ Perceptions and Practices of Inclusive Education: A case of one Full-Service school in Soweto

Abstract

South Africa developed several inclusive education policies, including the South Africa Schools Act, the Constitution of the Republic of South Africa, and Education White Paper 6, to address exclusions in schools. Despite the enormous expansion of inclusive education, there are still issues of exclusions and impediments in South African classrooms. The study explored teachers’ perceptions and practices of inclusive education in one of the full-service schools in Soweto. Using purposive sampling, data was collected through interviews, a focus group discussion, and document analysis. Five teachers were interviewed using an interview schedule to assist participants in narrating their views and practices. In addition to that, a focus group discussion was conducted with all the participants. The discussions were in person, and they were all audio recorded. The study used an inductive approach to analyze data. The findings showed that participants know what inclusive education is but consider it ideal, as it is challenging to implement in the classroom. The study thus recommends that nations worldwide establish one meaning of inclusive education because the term's various connotations might lead to confusion and contradictions. In addition to that, all schools must have adequate resources and infrastructure to cater to all learners. Furthermore, there must be adjustments in the curriculum. Lastly, teachers must have the essential abilities and skills to accommodate all learners.