The implementation of inclusive education by primary school educators in selected primary schools in Warmbaths circuit

Abstract

The focus of the study was to investigate the implementation of inclusive education by primary school educators in selected schools in the Warmbaths circuit. The research approach (methodology) utilised in this study was qualitative, guided by the interpretive paradigm.

For this qualitative case study, a purposive and convenient sampling method was used to choose five educators, five school-based support team (SBST) members, two deputy principals, and two school principals. The total number of research participants was 14.

Semi-structured one-on-one interviews, open-ended questionnaires, and document analysis were utilised to gather data on the execution of the inclusive education policy. Thematic analysis was employed to interpret and analyse data.

The findings of the study were discussed according to themes and sub-themes which emanated from research questions. The findings of the current study show that most of the educators defined the concept inclusive education in different ways. Equally importantly, the study revealed that educators were unable to implement a policy of inclusive education. The majority of respondents in the findings emphasised the importance of regular workshops and monitoring in primary schools for the successful implementation of inclusive education. In conclusion, the findings of the study recommend, among others, that the Department of education provides more resources to public primary schools.