Exploring inclusive Practices, Successes and Challenges experienced by teachers in Implementation of Inclusive Education in one selected mainstream school in Ekurhuleni North district, South Africa

dc.contributor.authorMamogobo, Amogelang Mankurwane
dc.contributor.supervisorAloka, Peter
dc.date.accessioned2024-09-17T08:37:28Z
dc.date.available2024-09-17T08:37:28Z
dc.date.issued2023-08
dc.departmentDepartment of Inclusion education
dc.descriptionA research project submitted in the fulfilment of the requirements for the degree of Master of Education, to the Faculty of Humanities, Wits School of Education, University of the Witwatersrand, Johannesburg, 2023.
dc.description.abstractThe realization of inclusive education in South African schools has been controversial. Despite numerous policies enacted, numerous studies have found low levels of implementation of inclusive education in schools. The study aimed to explore inclusive practices, successes, and challenges of inclusive education implementation in the selected mainstream school. In order to explore the study, three research questions were addressed, which inclusive practices are being implemented by teachers in the selected school? What are the successes of inclusive education implementation in mainstream primary schools in Gauteng? What are the challenges affecting the implementation of inclusive education in mainstream primary schools in Gauteng? Both the inclusive pedagogical method and the social model of disability approach served as the theoretical foundation for the current investigation. The present study was conducted using a qualitative research methodology with a case study as the chosen research design within an interpretivist research paradigm. The researcher used a non-probability sampling technique more specifically the purposive sampling approach, in which the researcher used their own judgment to sample the research participants. In relation to the data collection methods. The researcher used non-participant observations and semi- structured interviews to gather data. Interviews with just six individuals and one classroom observation were conducted. The study's conclusions reaffirmed the importance of inclusivity; there were many inclusive practices that were widely used in the study; and the school had achieved a number of successes, such as the purchase of infrastructure and the successful implementation of intervention programs to improve the learning experience of students who faced barriers. The challenges in the present study were vast and categorized into three sub-sections: teacher-related, school-related, and community-related challenges. The study's findings indicate that there have been major efforts to integrate inclusive policies, some of which have been successful, but that there are still many difficulties in schools. The report suggests that the Department of Education give priority to in-service teachers' initial and ongoing training in inclusive practices for a range of learner disabilities.
dc.description.sponsorshipSTET (ORT), Aunty Ursula Lebuso, who funded my studies.
dc.description.submitterMM2024
dc.facultyFaculty of Humanities
dc.identifier.citationMamogobo, Amogelang Mankurwane. (2023). Exploring inclusive Practices, Successes and Challenges experienced by teachers in Implementation of Inclusive Education in one selected mainstream school in Ekurhuleni North district, South Africa. [Master's dissertation, University of the Witwatersrand, Johannesburg]. WIReDSpace. https://hdl.handle.net/10539/40862
dc.identifier.urihttps://hdl.handle.net/10539/40862
dc.language.isoen
dc.publisherUniversity of the Witwatersrand, Johannesburg
dc.rights©2023 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg.
dc.rights.holderUniversity of the Witwatersrand, Johannesburg
dc.schoolWits School of Education
dc.subjectInclusive education
dc.subjectInclusive practices
dc.subjectSuccesses
dc.subjectChallenges
dc.subjectUCTD
dc.subject.otherSDG-4: Quality education
dc.titleExploring inclusive Practices, Successes and Challenges experienced by teachers in Implementation of Inclusive Education in one selected mainstream school in Ekurhuleni North district, South Africa
dc.typeDissertation
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