- Title
- Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school
- Creator
- Mcconnachie, Karola
- Subject
- Inclusive education -- South Africa
- Subject
- Special education -- South Africa
- Subject
- Education (Primary) -- Government policy -- South Africa
- Subject
- Alcoholism -- Social aspects -- South Africa
- Date Issued
- 2014
- Date
- 2014
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:1984
- Identifier
- http://hdl.handle.net/10962/d1013150
- Description
- Since 2001 the South African Department of Basic Education has been working towards implementing Inclusive Education over a twenty year period. This is in accordance with international trends in education. This study set out to investigate the implementation of Inclusive Education in a South African context by conducting a case study at an Eastern Cape no‐fee‐paying primary school. It looked at how the government policy, as set out in Education White Paper 6 (EWP6) (DoE, 2001), is understood and being implemented by teachers at the Welcome Primary school. The study further investigated the introduction of the National Strategy on Screening, Identification, Assessment and Support (SIAS strategy) (DoE, 2008a) to gain insight into how teachers identify and assess barriers to learning in an ordinary primary school. In addition it looked at emerging factors that could impact on the implementation of this policy. With 16 years teaching experience in ordinary and private schools and 19 years experience in a special needs school as a teacher, head of department and then principal, I have personal experience of the crisis in the Eastern Cape Department of Basic Education. This awareness provided the impetus and interest in researching Inclusive Education policy implementation. It is my view that only when we begin to grapple with the problems right at the source of the education crisis within the majority of the no‐fee‐paying schools that informed decisions about policy and policy implementation can be made. As I am able to understand and converse in isiXhosa, I was able to observe and experience the implementation of EWP6 and the SIAS strategy in a school that is an isiXhosa‐medium ordinary primary school and similar to the majority of ordinary public schools in the district. A qualitative research approach based within an interpretive paradigm using the case study method was used for this study. Semi‐structured interviews, detailed field notes as well as documents generated by meetings and education conferences helped me to investigate and refine my research goals. The research found that the implementation of EWP6 and the SIAS strategy posed a major challenge for the Department of Basic Education, and highlighted the significant gap between ordinary primary schools and special needs schools. However, the fact that there is a partial engagement with the process of providing inclusive education, does present some measure of hope for a better future for those learners that have experienced the injustice of exclusion from education and society. The Eastern Cape Department of Basic Education will have to ‘catch up’ to other provinces in its delivery of every child’s constitutional right to education in an inclusive school environment. Factors emerged from the study that showed that the assessment of learners’ barriers to learning with the resultant support needs was a relatively new concept, as teachers tended to rely on traditional classroom tests and simple informal classroom assessments to assess the learners. Teachers expressed a good verbal knowledge of learners with support needs but found it very challenging to put this verbal knowledge into a written document. In addition there was inadequate support from the District Based Support Team to implement the SIAS strategy. This study showed that the medical model of assessment was still being adhered to in the research district with little evidence of a move to a social model of assessment in terms of the SIAS strategy. In addition, factors emerged indicating the serious impact that alcohol abuse has on children and the society in which they live. The evidence of increasing numbers of children with Fetal Alcohol Spectrum Disorder (FASD) in a single educational district is a matter of grave concern from an educational and financial perspective. It is my contention that this is a matter of national urgency and that the Department of Basic Education must confront the escalating problem of alcohol abuse and the resultant challenges of a large number of learners with serious barriers to learning that need to be included in the education system.
- Format
- 181 leaves
- Format
- Publisher
- Rhodes University
- Publisher
- Faculty of Education, Education
- Language
- English
- Rights
- Mcconnachie, Karola
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