Abstract:
Full-service schools have been introduced as a means to pilot the implementation of
inclusive education in South Africa. The purpose of the study was to explore whether
this model of full-service schools is ready to roll-out the implementation of inclusive
education to all schools or not. The study followed a qualitative research approach
and a case study design was adopted. Scaccia, Cook, Lamont, Wandersman,
Castellow, Katz and Beidas (2015) readiness theory (R = MC2) was adopted. Sixteen
teachers (16) and eight (8) Head of Departments (HoDs) from eight full-service
schools were recruited to form part of the study. Data was collected through
interviews, observations and document analysis.
The study came up with five findings: i) the implementation of inclusive education
was perceived as a good practice, ii) teachers did not acquire adequate training
during pre-service training, iii) insufficient provision of resources, iv) lack of on-going
support , and v) lack of collaboration amongst stakeholders. The overall finding of
the study is that, although full-service schools in Limpopo Province appear motivated
to implement inclusive education, they still lack the capacity to implement it. As a
result, full-service schools in Limpopo Province are not yet ready to roll-out the
implementation of inclusive education. Recommendations that may assist in realising
a smooth roll-out to all other schools have been presented by the study.
Keywords: Inclusive education, full-service schools, readiness theory
