Good in theory but not in practice : exploring perspectives on inclusive education

[摘要] ENGLISH ABSTRACT: The introduction of inclusive education in the South African educational system may be seen asone of the first steps to promote equality and human rights in post-apartheid South Africa. Withthe implementation of inclusive education, education became less segregated and fragmented,with the aim of ensuring equal learning opportunities for all children, including those withdisabilities. The main driving force of inclusive education in South Africa is the Education WhitePaper 6 on Special Needs Education: Building an inclusive education and training systempublished in 2001.The aim of this study was to understand inclusive education from the perspectives of those whoare charged with the implementation thereof. Classroom educators (teachers) together withdistrict-based support teams are seen as the primary resource for achieving the goal of aninclusive education and training system. This study focused on the perspectives of teachers fromone primary and one secondary school in one education district (Education District A) andDistrict-based support team members from another education district (Education District B) inthe Western Cape.The study takes on a social constructionist paradigm and illustrates how our understanding andconceptualisation of disability have changed overtime. A social constructionist paradigmhighlights the way in which disability is a socially constructed and how it changes according toour understanding thereof. The different models of disability and the role of education was also amain focus of this study. A qualitative research design was used, with purposive and opportunitysampling being applied. Data was gathered using focus groups and in-depth semi-structuredinterviews and was analysed using thematic analysis.The key findings of this study showed that the teachers and district-based support team membersbelieve that inclusive education can be successful in South Africa provided that changes aremade in how it is currently conceptualised and implemented. The teachers have a very differentperspective on inclusive education from the support team members. The teachers believe that thesuccess of inclusive education can only be ensured if barriers to teaching are prevented oreradicated, while the support team members believe the success of inclusive education dependson the identification and prevention of barriers to learning. Both groups do however believe that inclusive education is a very good ideal to strive towards but that it has not yet been achievedand that the inclusion and education of all learners are of great importance.

[发布机构] Stellenbosch University