The implimantation [i.e. Implementation] of inclusive education : a support program for teachers

[摘要] ENGLISH ABSTRACT: In South African schools teachers are currently being expected to make major changesin the way they understand teaching and learning in the process of adapting to anentirely new curriculum like Curriculum 2005 or Outcomes Based Education(Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Research asked the questionabout what the needs of teachers are towards support to facilitate the implementation ofinclusive education in the Limpopo Province of South Africa.A case study was conducted, the purpose being to inform support programmes forteachers. The target population included a selected primary school, the MutondoPrimary School in the Vuwani Area of the Limpopo Province. Participants included 20voluntary teachers. A literature review was undertaken on the implementation ofinclusive education in South Africa. It indicated that teachers showed negative andpositive attitudes towards inclusive education in schools. It also showed that thatteachers needed support to facilitate positive change in their attitudes toward inclusionin South Africa. Engelbrecht, Green, Naicker and Engelbrecht (1999:157) alsoemphasised that support was crucial for teachers as they felt that they did not haveenough training in order to meet many challenges they come across.The aims of the study was to identify the need for a support programme towardsinclusive education for teachers in the Vuwani Area of the Limpopo Province, toprovide information to teachers on the implementation of inclusive education and toevaluate the needs for a support programme on the implementation of inclusiveeducation in this area.Information was gathered at the hand of workshops with focus group interviews. Themain themes that emerged from the data was the number of learners in a class,resources, the need for in-service training, a culture of respect and acceptance and aflexible curriculum. Findings suggested that a support programme could implement thepolicy of inclusive education more effectively when teachers' needs for training andsupport were being met.

[发布机构] Stellenbosch University