Educators' perceptions about the implementation of inclusive education

[摘要] ENGLISH ABSTRACT: This study focuses on the perceptions of a selected primary school'seducators concerning the implementation of inclusive education. Since thecoming to power of the first truly democratically elected government in SouthAfrica, many changes have taken place. The foundation for these changes islaid by a new constitution. Clauses in the Constitution that have importantimplications for education and for the concept of inclusion embraced in thisstudy, are those that contain principles of basic rights, equality and nondiscrimination(National Department of Education 1997:41-42). TheConstitution of the Republic of South Africa (Act 108 of 1996) states that theaim of the Constitution is to heal the divisions of the past and establish asociety based on democratic values, social justice and fundamental humanrights.In the learning process, the educator plays a pivotal role, and if he/she doesnot function effectively, it could form a barrier to learning. Internationalliterature has affirmed that a public school should admit learners and servetheir educational requirements without unfairly discriminating in any way.From the above literature, the educators' perceptions should be enhanced.As the implementation of the inclusive education policy is inevitable, it is ofutmost importance to determine the perceptions of educators of this policy, inorder to facilitate the successful implementation of the policy. The goal of thisstudy is to gain an understanding of the educators' perceptions of theimplementation of inclusive education.In order to achieve this goal, a focus group interview was conducted witheducators at a selected primary school in the Limpopo Province RegionThree. Five main patterns of concern emerged from the data, namelyflexibility in curriculum, the needs of on-going training, the reduction ofeducator-pupil ratio and site improvement.

[发布机构] Stellenbosch University