This study investigated the implementation of inclusive education in three schools of Mthatha district in the Eastern Cape Province, in accordance with the principles set out in Education White Paper 6: Special Needs Education—Building an inclusive education and training system. The qualitative method was used in this study, and data collection strategies were based on interviews and observations. The study established the following challenges that hampered the implementation of inclusive education in the three schools: • Lack of training or workshops for both principals and educators on inclusive education, which led to a lack of knowledge about the topic and ways to support learners experiencing barriers to learning in their schools. • Lack of access to the White Paper 6 document. These challenges can remedied by proactive assistance from the Eastern Cape Department of Education and the Mthatha District of Education authorities. / Inclusive Education / M. Ed. (Inclusive Education)

Despite the DoE having made progress in providing training to teachers in the necessary skills, the inclusive education teachers were experiencing challenges to implementing inclusive practises in their schools and that some schools had not even commenced with implementation. They were raising a concern over their professional development, particularly its effectiveness. This study investigates the nature of professional development support offered to teachers in implementing inclusive education, in order to suggest effective strategies. The qualitative approach and multiple case study design were employed .The data collecting instruments used were: individual interviews, observation and documentation. The current professional development model used for inclusive education was not effective therefore strategies are needed to improve the current professional development. / Inclusive Education / M. Ed. (Inclusive Education)

This study investigated the implementation of inclusive education in three schools of Mthatha district in the Eastern Cape Province, in accordance with the principles set out in Education White Paper 6: Special Needs Education—Building an inclusive education and training system. The qualitative method was used in this study, and data collection strategies were based on interviews and observations. The study established the following challenges that hampered the implementation of inclusive education in the three schools: • Lack of training or workshops for both principals and educators on inclusive education, which led to a lack of knowledge about the topic and ways to support learners experiencing barriers to learning in their schools. • Lack of access to the White Paper 6 document. These challenges can remedied by proactive assistance from the Eastern Cape Department of Education and the Mthatha District of Education authorities. / Inclusive Education / M. Ed. (Inclusive Education)

Despite the DoE having made progress in providing training to teachers in the necessary skills, the inclusive education teachers were experiencing challenges to implementing inclusive practises in their schools and that some schools had not even commenced with implementation. They were raising a concern over their professional development, particularly its effectiveness. This study investigates the nature of professional development support offered to teachers in implementing inclusive education, in order to suggest effective strategies. The qualitative approach and multiple case study design were employed .The data collecting instruments used were: individual interviews, observation and documentation. The current professional development model used for inclusive education was not effective therefore strategies are needed to improve the current professional development. / Inclusive Education / M. Ed. (Inclusive Education)