Exploring the Challenges that are Faced by Teachers in the Implementation of Inclusive Education at Grade 9 Level IN Gauteng North District Schools in South Africa

被引：0

作者：

Makuya D. ^{[1
]}

Sedibe M. ^{[1
]}

机构：

[1] University of Johannesburg, Johannesburg

来源：

Interchange | 2021年 / 52卷 / 4期

关键词：

Attitude; Challenges; High school and teachers; Inclusion; Repertoires; Support;

D O I：

10.1007/s10780-021-09429-1

中图分类号：

学科分类号：

摘要：

This qualitative study explored the level of implementation of the policy of inclusion within selected high schools. The policy of inclusion is one of the key policies enacted by the Department of Education in South Africa since the demise of apartheid. The implementation of the inclusive approach is reported to be facing multiple challenges. In this study, in-depth interviews and focus group interviews were used to collect data regarding the challenges faced by high school teachers in Gauteng Province, South Africa, as they attempt to implement the inclusive teaching approach. The study revealed that teachers faced challenges ranging from a lack of support, negative learners’ attitudes, parental disagreements and examination-oriented systems. The study makes recommendations such as the organisation of in-service teacher training on inclusion to improve teachers’ repertoires of dealing with issues of inclusion. © 2021, The Author(s), under exclusive licence to Springer Nature B.V.

引用

页码：561 / 576

页数：15

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