The ramifications of inclusive education on the teaching and learning environment in the mainstream classroom

Abstract

Schools have had to adapt in order to accommodate learners with diverse needs since the drafting of the Salamanca Statement in 1994. This statement highlighted that the best way to combat discriminatory attitudes in schools was to establish regular schools with an inclusive orientation, and to portray ―mainstreaming‖ learners with disabilities as part of national education plans. This qualitative study investigated what the ramifications of Inclusive Education were on the teaching and learning environment of the mainstream classroom. This was achieved by observing teachers, over a week period, in their classrooms. The researcher gathered data through field notes taken during these observations, followed by face-to-face semi-structuredinterviews conducted with each teacher, at the conclusion of each day. The data was transcribed through Thematic Analysis to produce a detailed narrative as to what the ramifications of Inclusive Education were on the teaching and learning environment of the mainstream classroom. The results showed that the age, number and form of diagnosis the learner has, in addition to the type of lesson being imparted, the individual teachers experience, training and personality, aswell as the support offered by the parents and school, impacted on how Inclusive Education effected the mental health of the teacher, the ability of the other learners in the class to learn and the ability of the discipline structure to endure. Lastly, recommendations and suggestions for further research, aimed at investigating what ramifications Inclusive Education has in other schools and other phases of education, as well as the causes of lack of parental support, were made. The study concluded with recommendations on how to best limit the ramifications of Inclusive Education in the mainstream classroom.