Publication Date: 2023/10/27
Abstract: The purpose of this study was to outline factors hindering the implementation of inclusive education in full service schools in Matlosana local education office. The study aims to provide national, provincial and district support teams with the impediments that negatively affected successful implementation of inclusive education in schools. The second aim was to bring about maximum support to schools that needed support to cater the needs of learners with learning barriers. The secondary school educators were made participants. Members of school based support team were also selected as teachers implementing inclusive education. Data was collected using semi-structured interviews which were administered to a stratified sample of primary and secondary school teachers. The data was gathered from the participants and analysed in thematic manner. The results indicated that the implementation of inclusive education was hampered by various issues such as inappropriate implementation of Screening identification and assessment and support (SIAS) policy, lack of functionality of School based support team (SBST), lack of teacher training, teachers failing to apply for learner concession and accommodation and placement.
Keywords: Full Service Schools, Inclusive Education, Impediments To Inclusive Education, Learners With Education Special Needs.
DOI: https://doi.org/10.5281/zenodo.10046812
PDF: https://ijirst.demo4.arinfotech.co/assets/upload/files/IJISRT23OCT917.pdf
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