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dc.contributor.advisor Themane, M. J. Ndlovu, Simon Mfula 2023-05-10T08:35:55Z 2023-05-10T08:35:55Z 2022
dc.description Thesis (M.Ed. (Curriculum Studies) -- University of Limpopo, 2022 en_US
dc.description.abstract The main purpose of this study was to investigate enablers and inhibitors to implementing inclusive education in the Foundation Phase of rural schools in the Capricorn district, Limpopo province. The study was conducted in three primary schools (Foundation Phase) in the Capricorn district of Limpopo Province, South Africa. All the sampled schools have or once had special needs learners. This study employed qualitative research approach, which was backed by the case research design. Data were collected through in-depth interviews, focus group and document reviews. The interviews were backed by a tape recorder for quality and storage purposes. Eleven Foundation Phase teachers were sampled (but 10 interviews were used because the voice recording device I used to record, damaged the voice clip of an interview I had with T3A, and it was impossible to schedule another meeting due to school examinations commitments). These teachers were sampled using the purposive sampling technique. Data were analysed through the thematic data analysis method. The reviewed documents were The South African Schools Act (SASA), Education White Paper 6 (WP6) and Screening, Identification, Assessment and Support policy (SIAS). The findings were as follows: teachers showed an appealing understanding of inclusive education and teachers and policies agreed that Foundation Phase learners are susceptible to exclusions and priority must be projected towards them. Teacher training (inclusion workshops) and curriculum (lesson) differentiation are the chief enablers to implementing inclusive education at the sampled schools, yet challenges are pertinent. Unproductive workshops, overcrowded classrooms and a lack of resources, exclusion of rural teachers’ views on inclusion policies and issues of foreign learners are some of the factors that appeared key factors to inhibiting inclusion at the sampled schools. en_US
dc.format.extent xiii, 170 leaves en_US
dc.language.iso en en_US
dc.relation.requires PDF en_US
dc.subject Inclusive education en_US
dc.subject Foundation phase en_US
dc.subject Capricorn district en_US
dc.subject Limpopo Province en_US
dc.subject Implication for inclusion en_US
dc.subject.lcsh Inclusive education en_US
dc.subject.lcsh Inclusive education -- South Africa -- Limpopo en_US
dc.subject.lcsh Mainstreaming in education en_US
dc.subject.lcsh Children with disabilities -- Education -- South Africa -- Limpopo en_US
dc.subject.lcsh Education, Primary -- South Africa -- Limpopo en_US
dc.subject.lcsh Effective teaching -- South Africa -- Limpopo en_US
dc.title Enablers and inhibitors of the implementation of inclusive education in the foundation phase classrooms of Capricorn District, Limpopo Province : implication for inclusion en_US
dc.type Thesis en_US

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