CHALLENGES TEACHERS ENCOUNTER IN IMPLEMENTING INCLUSION OF LEARNERS WITH SPECIAL EDUCATION NEEDS IN SELECTED FORT BEAUFORT EDUCATION DISTRICT PRIMARY SCHOOLS, EASTERN CAPE, SOUTH AFRICA

2017 ◽  
Author(s):  
Toyin Mary Adewumi ◽  
Symphorosa Rembe ◽  
Jenny Shumba
Keyword(s):  
South Africa ◽  
Special Education ◽  
Primary Schools ◽  
Eastern Cape ◽  
Special Education Needs ◽  
Education Needs

scholarly journals AN INVESTIGATION OF SCHOOL-BASED CHALLENGES FACING THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE PRIMARY SCHOOLS IN MALAWI: A CASE STUDY OF FOUR PRIMARY SCHOOLS IN ZOMBA DISTRICT

2021 ◽  
Vol 1 (1) ◽  
pp. 16-47
Author(s):  
Grames Chirwa ◽  
Francis Lingolwe ◽  
Devika Naidoo
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
Head Teachers ◽  
Special Education Needs ◽  
Education Needs ◽  
Education Science

Purpose: This study sought to investigate the challenges which schools are facing in implementing inclusive education in mainstream primary schools in Zomba district. Methodology: Qualitative research method which employed a case study design was used. Thirty-four participants were involved in this study. These were purposely sampled. Data was collected through interviews, documents review and classroom lesson observations to provide methodological triangulation. Data was analyzed using thematic content analysis method inductively. Results: The results of the study indicated that the implementation of inclusive education is facing a number of challenges such as ineffective orientation of head teachers and teachers to inclusive education, unavailability of teaching and learning materials for special needs learners in the mainstream schools, lack of special needs specialist teachers and lack of infrastructure suitable for the diverse special education needs learners.   Unique contribution to theory and practice: The study recommended, that the Ministry of Education, Science and Technology officers, that is the District Education Managers and the Primary Education Advisors involved in the implementation of inclusive education need to ensure that there is effective orientation training of the head-teachers teachers and teachers on inclusive education. The Ministry of education, Science and Technology should provide teaching and learning materials for the special education needs learners in the mainstream schools.

Voices of the voiceless: Inclusion of learners with special education needs in Botswana primary schools

2018 ◽  
Vol 27 (3) ◽  
pp. 232-246 ◽  
Author(s):  
Sourav Mukhopadhyay ◽  
Boitumelo Mangope ◽  
Fazlur Moorad
Keyword(s):  
Special Education ◽  
Primary Schools ◽  
Special Education Needs ◽  
Education Needs

scholarly journals Adaptation of the curriculum for the inclusion of learners with special education needs in selected primary schools in the Fort Beaufort District

2017 ◽  
Vol 6 ◽  
Author(s):  
Toyin M. Adewumi ◽  
Symphorosa Rembe ◽  
Jenny Shumba ◽  
Adeola Akinyemi
Keyword(s):  
Special Education ◽  
Teaching Strategies ◽  
Group Work ◽  
Primary Schools ◽  
Work Group ◽  
Good Practice ◽  
Curriculum Adaptation ◽  
Individual Work ◽  
Special Education Needs ◽  
Education Needs

Background: There is need for ‘high-quality’ teachers who are equipped to meet the needs of all learners through provision of education for an inclusive society according to equal opportunities to all.Objective: This paper investigates pockets of good practice in the adaptation of the curriculum for the inclusion of learners with special education needs (SEN) in selected primary schools in the Fort Beaufort District.Method: The study adopted a qualitative research approach and employed a case study design. Eight teachers and 10 principals from 10 selected primary schools, 4 education district officials and 1 provincial official were interviewed. Purposive sampling was used to select the participants. Data were collected using document analysis and semi-structured interviews and were analysed thematically.Result: The study established that teachers use methods relating to different teaching strategies, individual work, group work and extra work.Conclusion: It was concluded that there are pockets of good practice of inclusion policy such as the use of different teaching strategies, individual work, group work and extra work for inclusion of learners with SEN in some of the selected primary schools in the poor rural context. The paper recommends adequate training for teachers in curriculum adaptation in order for all teachers to accommodate learners with SEN.

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