A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 2004. / This study was influenced by the White Paper 6 document on inclusive education. The document proposes non-discrimination of learners which is in line with South African Constitution, Act 108 of 1996 and South African Schools, Act 1996. All learners should be accommodated in the class without any discrimination against race, gender and disabilities so as to have opportunities to develop their capacities and potential, and make their full contribution to the society.
The empirical study, conducted at Ndwedwe Circuit in Kwa-Zulu Natal (KZN), attempts to evaluate the implementation of inclusive education in mainstream schools. Data has been solicited from a sample population of school management teams by means of questionnaires. Both open and close-ended questions were used.
The followings are reflected as key findings that emanated from the empirical study.
* There is a general lack of information from school management teams about new education document relative to Inclusive Education which has -emerged recently such as Education White Paper 6 (2002).
* There is a lack of teacher development programmes to capacitate the educators to effectively implement inclusive education in the mainstream schools.
* There is also a shortage and/or inadequate infrastructure to support inclusive education within the mainstream schools.
^ The study also reveals that not all the respondents have appropriate knowledge or adequate information about inclusive education and effective strategies for it successful implementation.
On the basis of the above findings, among others, the following key recommendations have been made.
* Every educator in the mainstream schools should be adequately trained to implement Inclusive Education at the level of the classroom.
* The department of education should provide meaningful and adequate support services to schools and school management teams (SMTs).
* The school governing body should play an active role to promote inclusive education and training.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/737 |
| Date | January 2004 |
| Creators | Dladla, Sibongile Gugu |
| Contributors | Ngcongo, R.P.G., Chetty, M.K.K. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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