Thesis (Ph.D. (Curriculum Studies)) -- University of Limpopo, 2022 / The purpose of this study was to look at the crisis in the implementation of inclusive
education and to reflect on the role of full-service schools in Sekhukhune district.
Participants were purposively selected in this study. Most of the mainstream school‘s
struggle to cater for special educational needs learners, resulting in many dropouts. The
study collected data through semi-structured interviews and focus group discussions.
The findings of the study have shown that many educators lack capacity on inclusive
education, and full-service schools do not play a critical role in supporting neighbouring
mainstream schools. The findings reveal that lack of capacity development like
workshops and human resources are main factors contributing towards failure of full service schools to support neighbouring mainstream schools. In addition, inclusive
education needs to be included in educator training at tertiary level qualifications.
Therefore, further investigation of the impact of educator qualifications and
implementation is recommended.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ul/oai:ulspace.ul.ac.za:10386/3910 |
| Date | January 2022 |
| Creators | Matabane, Maesela Bernard. |
| Contributors | Mamabolo, J. M. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | ii, 146 leaves |
| Relation |
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