Teachers’ Understanding and Implementation of Inclusive Education Policies to Create an Inclusive Learning Environment in South African Schools
Keywords:
Inclusive education; learners; barriers to learning; policies; teachersAbstract
Inclusive education is increasingly becoming a critical aspect of modern education worldwide. This qualitative study explores teachers' understanding and implementation of inclusive education policies at a school in South Africa. It is situated within the interpretive paradigm, using a single-case study design. The theory of inclusive education served as the theoretical basis for this research. A total of ten teachers were purposefully sampled for the study. Data were collected through a focus group discussion, and the raw data were analysed thematically. The key findings indicate that teachers have a good understanding of various South African inclusive education policies. Additionally, the study revealed that teachers are making progress in implementing these policies, despite some inconsistencies in their application. Furthermore, it was found that challenges such as time constraints and a lack of resources hinder teachers from fully implementing inclusive education policies. The study recommends that teachers receive continuous professional development and support to enhance their implementation of these policies and to overcome the challenges they face. This research makes a significant contribution to the development of inclusive policies and the practices of inclusive teachers in South Africa.
https://doi.org/10.26803/ijlter.25.5.37
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