https://ir.unisa.ac.za/handle/10500/6422 Tue, 12 May 2026 22:15:32 GMT 2026-05-12T22:15:32Z 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. Wed, 01 Jan 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32438 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. Sat, 01 Nov 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32403 2025-11-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32316 Teaching Deaf learners in multi-grade classes: Perceptions from a rural Mpumalanga special school Chauke, Margaret; Ledwaba, Gloria Raesetja; Motitswe, Jacomina Mokgadi Christine Background: Teaching Deaf learners in multigrade classes contributes to learning challenges and requires implementation of curriculum differentiation. However, limited South African Sign Language (SASL) proficiency and learning resources hinder inclusive education in special schools. Objectives: This study aimed to explore teachers’ perceptions in supporting Deaf learners in multigrade classrooms, focusing on challenges and teaching strategies for inclusive education. Method: A qualitative approach with a descriptive phenomenological design was used. Six teachers from a special school were selected using purposive sampling. Data collection involved focus group discussions, classroom observations, document analysis, and field notes. Thematic analysis was employed to generate findings. Results: Teachers face persistent challenges, including inadequate resources, limited SASL proficiency, and insufficient professional development. To address these challenges, they employ multimodal teaching strategies, advocate for enhanced SASL training, and integrate visual aids to foster inclusive learning. Conclusion: Teachers used gestures, assistive technologies and visual aids in supporting Deaf learners. The Department of Basic Education should implement structured SASL training, expand access to assistive technologies, and develop an inclusive curriculum tailored to Deaf learners’ needs. Continuous professional development and systematic monitoring are essential for improving teacher effectiveness and promoting inclusive education. Contribution: This study contributes to the understanding of teacher experiences in supporting Deaf learners in multigrade classes, systemic barriers and adaptive strategies they employ to manage multigrade deaf education. Furthermore, the findings of this study will inform future teacher training on the use of SASL and provide policy recommendations to improve curriculum differentiation. Keywords: Deaf learners; multi-grade classrooms; South African Sign Language; asset-based approach; curriculum differentiation; inclusive education. Fri, 24 Oct 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32316 2025-10-24T00:00:00Z https://ir.unisa.ac.za/handle/10500/32315 South African teachers’ perceptions of their mediator role during the COVID-19 pandemic Chauke, Margaret Abstract The role of teachers in the classroom is crucial for guiding learners towards achieving learning outcomes. With the study reported on here I explored the role of Grade 6 teachers in South Africa as mediators during the COVID-19 pandemic, specifically focusing on their ability to facilitate online teaching. The research was grounded in Vygotsky’s (1978a) theory of the zone of proximal development (ZPD), with particular emphasis on Valsiner’s (1997) interpretation of the ZPD as framework for mediating online teaching. An interpretive paradigm was adopted to understand teachers’ perspectives on online teaching and how they facilitated their roles during the COVID-19 pandemic. A qualitative research approach was used, with data collected through semi-structured interviews, field notes, audio recordings, non-participatory observations, and document analysis. Thematic analysis was employed to analyse the data. The findings from this study contribute to a deeper understanding of teachers’ perceptions of their mediator role during the COVID-19 pandemic. The findings further reveal that teachers faced challenges due to insufficient training in digital technology, which hindered their ability to mediate online teaching effectively. I recommend that for effective teaching, as experienced during COVID-19, to take place, the Department of Education should prioritise teacher training in digital resources and inclusive teaching practices to optimise information and communication technology. Keywords: COVID-19 pandemic; curriculum differentiation; full-service schools; mediation; scaffolding; zone of proximal development Thu, 01 May 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32315 2025-05-01T00:00:00Z