Educators’ experiences of the implementation of the inclusive education policy over a twenty-year period

Abstract

The purpose of this study was to provide a deeper understanding of how educators experience the inclusive education policy and the implementation thereof in their classrooms. The study made use of a multiple-case study research design where two schools in Mpumalanga were selected, and each considered as a case. Data generation and documentation strategies included face-to-face, semi-structured interviews that took place at the educators’ place of employment. An inductive thematic analysis of the data was applied to analyse the data. The findings of the study indicate that educators have a sound understanding of the inclusive education policy, but are not confident to implement the policy. Educators’ attitudes were both positive and negative. The majority of educators could provide clear strategies of how they adapt the curriculum to accommodate the needs of individual learners who require additional educational assistance. It can be concluded that educators accommodate learners regardless of their attitude towards inclusive education. Educators face challenges such as insufficient resources and funds, a lack of training, as well as overcrowded classrooms. The study recommends that funds, resources and workshops should be made available to assist educators on this journey.