The Early Childhood Development (ECD) policy of White Paper 5 protects the
development right of children and to learn at an early age. In line with this, the
Inclusive Education (IE) policy of White Paper 6 (2001) acknowledges that all
children hold the potential of learning within all bands of education and they all
require support. The purpose of this research was to investigate the practices of
Inclusive Education in mainstream schools in Grade R, Nylstroom circuit, Limpopo in
South Africa. Practicing IE in Grade R classes has become a challenge because
teachers have to identify different strategies so as to accommodate the diverse
needs of all learners. According to the Department of Education (2010:22) practicing
IE needs a teacher with knowledge and skills to be able to adapt the curriculum and
use differentiated strategies to accommodate the diverse needs of all learners. Most
practitioners and teachers have not been trained to teach in IE classes; hence they
experience challenges of accommodating the diverse needs of all learners. Even
though mainstream schools with Grade R classes are being encouraged to practice
Inclusive Education, learners are not receiving the education based on their
educational needs. Based on the assumption that challenges may be caused by the
education system and other related factors, Bronfenbrenner’s ecological systems
theory and the qualitative research design were used in this study to explore the
practices of IE in selected Grade R classes in primary schools, with nine teachers
being interviewed and observed. Yin’s method of data analysis was applied and
factors affecting the practices of IE in Grade R were highlighted. The following
factors were identified: curriculum policy factor, classroom factors, parents’
involvement and collaboration with NGOs and health professionals, teaching
strategies, education matters and resources. It was recommended that Grade R
teachers needs to be trained in inclusive practices so that they can respond
appropriately to the learners’ needs. The involvement and support of parents should
be encouraged in the education of young learners so that learners could succeed in
their academic careers. / Inclusive Education / M. Ed. (Inclusive Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/24572 |
| Date | 01 1900 |
| Creators | Sambo, Tinyiko Florence |
| Contributors | Mahlo, Francina Dikeledi |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (x, 146 leaves) |
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