- Title
- Perceptions of principals and teachers on the implementation of Inclusive Education: A case study of three primary schools in the Amathole West Education District.
- Creator
- Magwa, Nondumiso
- Subject
- Inclusive education -- Eastern Cape -- South Africa
- Date Issued
- 2019
- Date
- 2019
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10353/11264
- Identifier
- vital:39039
- Description
- This research study investigated the perceptions of principals and teachers on the implementation of inclusive education in three primary schools in Amathole West Education District. The investigation took place in rural and in urban areas to fulfil the completion of the study. The people who participated in the study were three principals and six teachers from primary schools. The researcher used interpretivism paradigm for this study. A case study was also used to get closer to participants by visiting their workplace so that she could know their living experiences, thoughts and feelings about the implementation of IE in three primary schools in AWED. The study used qualitative approach. Data was collected using semi - structured interviews and document analysis so as to get rich information. Results of the study revealed that the implementation of Inclusive Education was not effective in primary schools in the AWED as it is expected by the DBE. For effective implementation of IE recommendations included the following: mainstream principals and teachers must be encouraged to read and understand the documents on implementation of IE; mainstream principals and teachers must be encouraged to further their studies and capacitate themselves especially in the aspects of inclusive education; DBSTs must have regular visits to mainstream schools to support teachers on monthly basis; follow - ups and monitoring must be done by district officers frequently to all mainstream schools; remedial classes must be introduced in mainstream schools so that learners can get enough time to be assisted on areas concerned; more workshops and in - service training must be organised to support teachers so that they could get more information about inclusive education.
- Format
- 182 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty OF Education
- Language
- English
- Rights
- University of Fort Hare
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Magwa Dissertation.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |