https://ir.unisa.ac.za/handle/10500/6438 2026-05-12T21:28:45Z https://ir.unisa.ac.za/handle/10500/32438 Secondary school inclusive education implementation practice in the Awi Zone, Amhara National State, Ethiopia Mintesnot Fentahun Aseress Each child is entitled to an education in an environment tailored to their specific needs. This study determines students’ and teachers’ levels of knowledge, attitudes, and policy implementation on inclusive education in secondary schools. In addition, the investigation identifies and pinpoints the barriers to inclusive education implementation in secondary schools in the Awi administrative zone, Amhara region, Ethiopia. A sequential explanatory mixed methods approach was employed to perform the study. Three variables of knowledge, attitude, and policy implementation in inclusive education were measured via a questionnaire, which was used to gather quantitative data. Supplementary information was collected through interviews, observations, and document analysis for qualitative data. Three secondary schools that corresponded to these six teachers and six principals were selected for interviews using the purposive sample approach. A total of 12 have been involved, four (2 principals and teachers) in each school. Likewise, teachers (N= 186) and students (N= 1001) were chosen using a basic random sample approach for quantitative data collection. To analyse quantitative data, descriptive and inferential statistics were used. This was manipulated using SPSS version 25 software. Based on the findings of the quantitative data independent t-test, female student groups performed better than male student groups across both variables in terms of inclusive education knowledge and attitude. However, when implementing inclusive education policies, men are more competent than women. Regarding teachers’ knowledge, attitudes, and policy implementations related to inclusive education, the results of the independent t-test indicate that there was no significant difference in teacher sex in the other scenario. Similar to this, the one-way ANOVA result demonstrates that the class size of students (30–40, 41–50, and above 50) and the teaching experience of teachers (1–10, 11–20, and above 21 years) have no significant difference in the implementation of inclusive education in secondary schools. The qualitative findings revealed barriers to and challenges to the implementation of inclusive education in secondary schools. Among these challenges, lack of training, budget allocation problems, low commitment for the field, principals, teachers, and parents’ attitudinal problems, government body political intention, and principals’ flying reports were the major challenges. Generally, this study found the issues of political will deficiency, infrastructure weakness, and preparedness deficiency. This implies and recommends that in-service and pre-service training should be given a lot of emphasis and that teachers need to be conversant in inclusive approaches. The realization that education is more inclusive if governments pay more attention to how and where resources and policies are targeted and implemented. This is complemented by the concept that there is much work to be done in educating parents about the rights and responsibilities of children with disabilities. These data pillars can be used to design targeted projects to promote inclusive education adoption in secondary schools across the country. 2025-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32403 Language of instruction as an inclusive language in the lower public primary schools in Gauteng Province Marufu, Loise This study investigates the use of language of instruction as a tool for inclusion in lower primary public schools in Gauteng Province, South Africa. However, many learners in Gauteng's lower primary public schools face exclusion due to a mismatch between their home language and the classroom language. This disconnect often results in reduced comprehension, participation, and academic performance, particularly for children from multilingual and marginalized communities. The exclusion of many learners in Gauteng's lower primary public schools is due to a mismatch between their home language and the language of instruction. This linguistic mismatch creates a disconnect that negatively impacts comprehension of classroom content, participation in learning activities, and academic performance, especially for those from multilingual and marginalized communities. This challenge highlights a gap between the linguistic realities of learners’ home languages and the language policies and practices in schools that often favour dominant languages. As a result, the study seeks to explore how language can be better leveraged as a tool for inclusive education, addressing this gap through theory-informed research and practical recommendations. Guided by Vygotsky’s social development theory and Bandura’s social cognitive theory, it investigates how language supports inclusive education for learners from diverse linguistic backgrounds. Using interviews, classroom observations, and document analysis, the research captures the perspectives of teachers, learners, and stakeholders. Findings reveal both challenges and opportunities in implementing inclusive language practices in multilingual classrooms. The study emphasizes the need for language policies that reflect South Africa’s linguistic diversity to ensure all learners feel valued and included. Despite some progress in inclusivity, the research underscores the need for a more coordinated approach to language use in education. It offers practical recommendations for educators, policymakers, and schools to improve language instruction and promote better learning outcomes through inclusive and contextually relevant language practices. 2025-11-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32102 Towards inclusive learning support teacher productivity through the integrated quality management system in the Eden district, in the Western Cape Treurnicht, Beatrice Eugene The main purpose of this study was to explore and develop a framework and conceptual understanding for a coordinated support framework which may contribute to productive professional development and subsequent professional growth of Inclusive Learning Support and Resource Class Teachers (LSTs and RCTs) in the Eden and Central Karoo Education District. A qualitative study, in the form of a phenomenological-instrumental case study, explored the experiences, constraints and challenges of LSTs and RCTs regarding their Integrated Quality Management System. A sample of 25 participants took part in the study. Data were obtained through semi-structured, open-ended, online asynchronous in- depth interviews and one online focus group interview. The literature review focused on Bronfenbrenner’s bio-ecological systems theory which lays the theoretical foundation for this study. The literature further explored National policy documents and their broader influence on the role conversion and subsequent development of LSTs a; Die hoofdoel van hierdie studie was om 'n raamwerk en konseptuele begrip vir 'n gekoördineerde ondersteuningsmodel te verken en te ontwikkel, wat kan bydra tot produktiewe professionele ontwikkeling van inklusiewe leerondersteuning en bronklasonderwysers (LOOs en BKOs) in die Eden en Sentraal-Karoo Onderwysdistrik. 'n Kwalitatiewe studie, in die vorm van 'n fenomenologies- instrumentele gevallestudie, het die ervarings, beperkings en uitdagings van LOOs en BKOs met betrekking tot hul Geïntegreerde Gehaltebestuurstelsel ondersoek. 'n Steekproef van 25 deelnemers het aan die studie deelgeneem. Data is verkry deur semi-gestruktureerde, oop-einde, aanlyn asinchrone in-diepte onderhoude en een aanlyn fokusgroep onderhoud. Die literatuuroorsig het gefokus op Bronfenbrenner se bio-ekologiese sisteemteorie wat die teoretiese grondslag vir hierdie studie lê. Literatuur het Nasionale beleidsdokumente en die breër invloed daarvan op die rolomskakeling en daaropvolgende ontwikkeling van LOOs en BKOs soos plaaslik, sowel as die GGBS en die impak daarvan op ondersteuningsonderwysers met spesifieke verwysing na hul professionele ontwikkeling verder ondersoek. Navorsingsbevindinge het die GGBS-meetinstrument blootgelê as 'n onvanpaste, onregverdige, vaste, pro-hoofstroom ontwerpte dokument wat nie die gespesialiseerde werksfeer en ontwikkelingsbehoeftes van spesialis ondersteuningsonderwysers verstaan of akkommodeer nie. Verder word die verband tussen die beoordelingsinstrument en professionele ontwikkeling bevraagteken, aangesien die gepaardgaande stelsels wat die LOOs en BKOs behoort in staat te stel om voordeel te trek uit die hele evalueringsproses, hulle eerder uitsluit as insluit. Die studie stel 'n multi-kontekstuele, persoonlike, professionele ontwikkelingsraamwerk vir LOOs en BKOs voor. Aanbevelings word aan owerhede op verskillende vlakke van die opvoedkundige omgewing gemaak in 'n poging om die doelwitte van hierdie studie te bereik.; Eyona njongo yolu phononongo kukuphonononga nokuphuhlisa isakhelo kunye nokuqonda ingqiqo yemodeli yenkxaso elungelelanisiweyo, enokuba negalelo kuphuhliso lobungcali olunemveliso yeNkxaso eBandakanyayo yokuFunda kunye nooTitshala beeKlasi zeZibonelelo (LSTs kunye nee-RCTs) kwiSithili seMfundo sase- Eden nakwiCentral Karoo. Uphononongo olunobunjani, ngendlela lwento yokophononongo esisixhobo sephenomenological samava, imiqobo kunye nemingeni ye-LSTs kunye ne-RCTs malunga neNkqubo yabo yoLawulo loMgangatho oHlanganisiweyo. Isampulu yabathathi-nxaxheba abangama-25 bathathe inxaxheba kuphononongo. Idatha yafunyanwa ngodliwano-ndlebe olunokwakhiwa isiqingatha, olunesiphelo esivulekile, olweziwe kwi-intanethi ngendlala e-asynchronous (indlela yekhompyuta elawulwayo ngephalsi) enzulu kunye nodliwano-ndlebe lweqela elijoliswe kwi-intanethi. Uphononongo loncwadi lujolise kwiNkqubo yeNgcingane ye-Bronfenbrenner's bio- ecological yenza isiseko sengcingane yolu phononongo. Uncwadi luye lwaphonononga ngakumbi amaxwebhu omgaqo-nkqubo weSizwe kunye nefuthe elithe lalandelwa kuguqulo lwendima nophuhliso olukhaphayo lwee-LSTs nee-RCTs njengoko kwenzekile apha ekuhlaleni, i-IQMS nefuthe kootitshala benkxaso kugxininiswa ngokukodwa kuphuhliso lwabo emsebenzini. Iziphumo zophando zibhentsise isixhobo sokulinganisa i-IQMS njengoxwebhu olungafanelekanga, olunesheyi, olusisigxina, oluyilwa ngokwenkqubo eqhelekileyo olungaqondiyo, okanye lungahlangabezani nenkalo yomsebenzi okhethekileyo kunye neemfuno zophuhliso zootitshala abanika inkxaso abaziingcali. Ngaphezulu, kuyabuzwa ikhonkco phakathi kwesixhobo sovavanyo kunye nophuhliso lobungcali, njengoko iinkqubo ezikhatshwayo ezifanele ukuba ii-LSTs nee-RCTs zixhamle kuyo yonke inkqubo yovavanyo zingabandakanywa endaweni yokuba zibandakanywe. Uphononongo luphakamisa isikhokhelo sophuhliso lwee-LSTs kunye nee-RCT ezineemeko ezininzi, ezenzelwe umntu ngamnye. Kwenziwa izindululo kwabasemagunyeni kumanqanaba ahlukeneyo ommandla wemfundo ngeenzame zokufikelela kwiinjongo zolu phononongo. Abstract in English, Afrikaans and Xhosa 2022-06-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/31850 Principals’ experiences in the implementation of inclusive education policy in primary schools in Nzhelele Central Circuit Sinthumule, Langanani Inclusive education is a fundamental paradigm shift in primary education, striving to ensure that every child has equitable access to quality education regardless of their diverse abilities and needs. This study focuses on principals’ experiences in the implementation of inclusive education policy to understand what they consider critical in ensuring that their schools implement inclusive education policy effectively in all schools within the Nzhelele Central Circuit (NCC). The study was conducted in five public primary schools, and a qualitative research approach was adopted using a case study design. Lev Vygotsky's sociocultural cognitive theory was adopted. A purposive sampling technique was used to select the research site and participants for the study. Data were generated through semi-structured interviews (SSIs) with 5 principals, 5 departmental heads (DHs), 5 teachers, and 5 parents. Data were analysed thematically and followed a process that included data coding, theme identification, and interpretation of findings to analyse the data related to the implementation of inclusive education. The study's findings revealed that most participants were unaware of the importance of implementing inclusive education in primary schools. It was also revealed that the challenges that impede implementation include inadequate space and overcrowded classrooms, insufficient time for teaching diverse learners, and inadequate parental involvement and support. The study recommended that for inclusive education to prosper, principals, DHs, teachers, and parents should undergo training for adequate policy implementation in the implementation of inclusive education policy. Schools should receive adequate funds to address the prerequisites of all learners, and a lithe curriculum is crucial to providing every child with an opportunity to learn and benefit from education. All education stakeholders should participate actively to successfully implement inclusive education in primary schools. 2024-05-06T00:00:00Z