The views of educators regarding inclusive education in Namibia

[摘要] ENGLISH ABSTRACT: The move towards greater inclusion of learners with special educational needsinto regular classrooms has resulted from a human rights perspective. This isbased on the social justice approach of equal educational opportunities for alllearners within the same classroom. The efficacy of this pedagogical changerelies heavily upon educators' perceptions and views. Against this background,the study investigated the views of educators regarding inclusive education inNamibia.To achieve the objectives, a quantitative research approach was used. Datacollection methods included a literature review and a questionnaire. Thequestionnaire was administered to a stratified sample of 616 Namibian primary,combined and secondary school educators. The results of this questionnaire,have provided evidence that Namibian educators indeed hold a variety of viewstowards inclusive education.Some of the major findings were the following:• Namibia does not have a clear and irnplernentable policy on the educationof Namibian learners with special educational needs.• The results showed that funds for education are not allocated in line withan explicit inclusionary policy.• It is evident that the current curriculum being followed in regular schools isnot suitable for learners with special educational needs.• The results showed that the vast majority of educators educating inNamibian schools have never undergone any training in special needseducation.• Results also showed that educators are in need of support service in theform of social workers, psychologists and therapists.• The results further indicated that schools need to be modified in order toaccommodate learners with special educational needs.In view of these findings it becomes vitally important to address educators' viewsand concerns before inclusive educational policies are implemented.

[发布机构] Stellenbosch University