This research investigated the extent to which the Inclusive Education policy (Education White Paper 6) has been implemented in primary schools in the Wakkerstroom Circuit in Mpumalanga province since its inception in 1997. The investigation took place during the period between March 2013 and July 2014. The people who participated in this study were primary school teachers, including four principals from the sampled primary schools; the representative from the district-based support team, Inclusive Education Department (curriculum implementer); and the circuit manager of the Wakkerstroom Circuit. Data was collected from teachers using a questionnaire, and structured interviews were used to collect data from the district-based support team representative and from the Circuit manager. Data from the questionnaire was analysed statistically, and data from structured interviews was analysed qualitatively. Results showed that the Inclusive Education policy was not implemented in primary schools in the Wakkerstroom Circuit as it was planned by the Department of Education and described in Education White Paper 6. Recommendations included the availability of an implementation guide for primary schools regarding Inclusive Education; involvement of stake holders in the implementation of Inclusive Education (parents and experts in different relevant fields); involvement of primary school teachers in planning the Inclusive Education policy; providing primary schools accommodating learners with special education needs with relevant resources; and training of in-service primary school teachers in Inclusive Education. / Inclusive Education / M. Ed. (Inclusive Education)

This research investigated the extent to which the Inclusive Education policy (Education White Paper 6) has been implemented in primary schools in the Wakkerstroom Circuit in Mpumalanga province since its inception in 1997. The investigation took place during the period between March 2013 and July 2014. The people who participated in this study were primary school teachers, including four principals from the sampled primary schools; the representative from the district-based support team, Inclusive Education Department (curriculum implementer); and the circuit manager of the Wakkerstroom Circuit. Data was collected from teachers using a questionnaire, and structured interviews were used to collect data from the district-based support team representative and from the Circuit manager. Data from the questionnaire was analysed statistically, and data from structured interviews was analysed qualitatively. Results showed that the Inclusive Education policy was not implemented in primary schools in the Wakkerstroom Circuit as it was planned by the Department of Education and described in Education White Paper 6. Recommendations included the availability of an implementation guide for primary schools regarding Inclusive Education; involvement of stake holders in the implementation of Inclusive Education (parents and experts in different relevant fields); involvement of primary school teachers in planning the Inclusive Education policy; providing primary schools accommodating learners with special education needs with relevant resources; and training of in-service primary school teachers in Inclusive Education. / Inclusive Education / M. Ed. (Inclusive Education)