- Title
- Evaluation of teachers perceptions towards the implementation of inclusive education in Quantile 3 schools: A case of four subdistrictsin the Eastern Cape
- Creator
- Hlatini-Mpomane, N W
- Subject
- Inclusive education
- Date Issued
- 2020-05
- Date
- 2020-05
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10353/21613
- Identifier
- vital:51710
- Description
- This study investigated the perceptions of teachers on inclusive education. Four sub districts in Eastern Cape Province were purposively selected and used as a case study approach. These assisted the researcher to enter the world of teachers (by interviewing SMTs and Office-Based educators/Inclusive Education Specialists). The Inclusive Education Specialist and SMTs ideas, suggestion and recommendations on inclusive education classrooms implementation were explored deeply. The research paradigm which the study adopted was qualitative, which centres on understanding the subjective world of human experiences. The qualitative research approach was adopted whereby interviews, observations of learners and their documents analysis were used to collect data. The findings of the study revealed that the all-Inclusive Education District of the sub-districts is between 9 and 10 years of experience implementing inclusive education instead of 17 years as stipulated in the WP6. It emerged that the involvement of SMTs in monitoring the Individual Support Plan (ISPs) in Public Ordinary School (POS) is not prioritized. There is more emphasis and involvement in Full-Service Schools since 2015. The findings further revealed that the teachers find it difficult to implement ISPs due to overload and overcrowding more especially in POS. All learners were declared as benefiting more when individual teaching is done, which is rare due to overload and overcrowding in both Full Service Schools and Public Service Schools. The study recommends that they should be extensive policy evaluation processes that should be done to measure the effectiveness of the Inclusive Education Policy. The perceptions and experiences of teachers should be captured and be utilized when evaluating the policy. The latter will not be achieved in isolation by teachers only, but with collaboration from learners, parents, community members and the entire education department in the Eastern Cape in line with the Ecological Systems’ theory.
- Description
- Thesis (PhD) -- Faculty of Education, 2020
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (266 leaves)
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
- Rights
- All Rights Reserved
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | FINAL CORRECTED THESIS FOR NYAMEKA MAY 2022.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |