Challenges of and guidelines for the implementation of inclusive education : experiences of full-service school educators

Abstract

The research set out to explore challenges experienced by educators during the implementation of Inclusive Education (IE) at an Full Service School (FSS) in the Free State province. The research followed a qualitative single case study research method. Fifteen educators were purposefully selected and agreed to form part of the research. Data were assembled though interviews, observations and document analysis which resulted in rich and in-depth findings. An inductive thematic data analysis was applied and the findings revealed that the following factors were found to be impacting on the successful implementation of IE in an FSS. Educators understood IE in various ways which included: understanding that IE was about all learners; diversity; fair treatment; bonding of all learners; respect for all learners; different methods of teaching; and changing the school environment. Furthermore, the reported challenges educators experienced were diverse. They included a lack of time to implement IE; learners’ behavioural problems like bullying and drug and alcohol abuse; the lack of parental involvement during the implementation of IE; the lack of ramps and toilets needed by CWDs; lack of resources such as hearing aids and Braille material; parents’ denial that their children are experiencing barriers to learning; overcrowded classrooms; and educators’ lack of training and skills. Based on these findings a guideline document was compiled on how to implement IE more effectively in an FSS.