Abstract:
Despite increasing attention to legislation to ensure inclusive learning for all, gaps exist between ideals as strived for by legislation and classroom reality when it comes to the implementation of inclusivity by teachers. These challenges call for peer support and coaching as mechanisms for creating an acceptable learning environment. The way teachers support one another in an inclusive school environment is becoming increasingly important. All types of learners, especially those with special educational needs, are to be included. Teachers are responsible for implementing inclusivity in their classrooms. National and international literature shows that teachers are fairly supportive of inclusion policies. However, there is a concern that many find it hard to implement inclusion practices. Difficulties arise due to a lack of training, limited teaching experience, low confidence, negative attitudes towards inclusion, lack of legal knowledge, pedagogical issues and environments with scarce resources, among others.
Therefore, this qualitative case study seeks to contribute to understanding teachers’ experiences regarding peer support and coaching from one another in an attempt to implement and maintain inclusive practices within a fee-paying, mainstream secondary school. Data was collected through document analysis, as well as by the use of semi-structured interviews with focus group and individual grade 9 teachers. The main findings are that post level one teachers are not included in the school-based support team; that schools have no formal coaching sessions aimed exclusively at the professional development of teachers in order for them to cope with inclusivity; that teachers’ professional burdens with regard to academic and extra-mural activities are overwhelming, which creates an environment where teachers do not have the time or motivation to regularly provide support to learners with special needs; teachers do not adjust their curriculum content to accommodate individual learner needs; due to constraints, teachers are also not inclined to further their own professional development or to accept training by the school or district offices.
