Experiences of teachers in implementing inclusion of learners with special education needs in selected Fort Beaufort District primary schools, South Africa

Abstract

The implementation of inclusion policy for learners with special education needs has been a matter of interest for South African schools. This study sought to explore pockets of good practice found in the experiences of teachers in implementing inclusion of learners with special education needs (SEN). A qualitative research approach was employed and a case study design used. The study purposively sampled eight teachers and eight principals from eight selected primary schools, as well as one provincial and three district officials. Semi-structured interviews were employed as instruments of data collection, and the data were analysed thematically. The findings revealed that teachers accommodate learners with SEN despite the fact that some of them do not have qualifications/training in SEN. The study also established that teachers experienced varied challenges in implementing the inclusion of learners with SEN. These challenges included lack of parental participation, heavy workload, inadequate training for teachers, multi-grade challenges, and lack of resources. Although challenges were encountered, this study concluded that there were pockets of good practice in the experiences of teachers in implementing inclusion of learners with SEN. Good practices identified by the current study included giving remedial work, the use of teaching aids, giving individual work, and informing parents of children’s challenges. The paper recommends collaborative effort among stakeholders and adequate training of teachers to ensure effective support for learners with SEN.