The problem statement for this study is, "an investigation towards the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools". Firstly a literature review was perfomed on the implementation of inclusive education in South Africa and overseas, which revealed a diversity of opinions about the implementation of inclusive education, and that the various countries experience varying demands and successes in the implementation thereof. The empirical research performed thereafter was qualitative in nature, to explore the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools. The results of the empirical research indicate that the educators experience various barriers themselves regarding the implementation of inclusive education in their schools, inter alia a great diversity of learners in their classes which puts demands on their time and attention to those learners, a number of factors that hamper the learning process, lack of parental involvement, insufficient learning support materials to fulfil the needs of learners, and most of all the experience of a lack knowledge and skills in themselves to identify and support barriers to learning in learners. The study concludes with a summary and recommendations. / Thesis (MEd (Learner Support))--North-West University, Potchefstroom Campus, 2012

The problem statement for this study is, "an investigation towards the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools". Firstly a literature review was perfomed on the implementation of inclusive education in South Africa and overseas, which revealed a diversity of opinions about the implementation of inclusive education, and that the various countries experience varying demands and successes in the implementation thereof. The empirical research performed thereafter was qualitative in nature, to explore the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools. The results of the empirical research indicate that the educators experience various barriers themselves regarding the implementation of inclusive education in their schools, inter alia a great diversity of learners in their classes which puts demands on their time and attention to those learners, a number of factors that hamper the learning process, lack of parental involvement, insufficient learning support materials to fulfil the needs of learners, and most of all the experience of a lack knowledge and skills in themselves to identify and support barriers to learning in learners. The study concludes with a summary and recommendations. / Thesis (MEd (Learner Support))--North-West University, Potchefstroom Campus, 2012