Abstract:
Majority children with learning barriers are taught in special schools that are few and far apart and as a result many of them end up leaving school without reaching their full potential. Learners with learning barriers can reach their full potential by attending education in ordinary school if Inclusive Education is adopted as the teaching philosophy. Government has developed policies and various initiatives for the implementation of Inclusive Education to provide education to all learners.
The study’s main aim was to assess the primary school educators’ knowledge and skills gaps for effective implementation of Inclusive Education. The aim is supported by objectives that are linked to research questions. A qualitative research approach and case study methodology were followed. A semi-structured interview guide was developed and subsequently face-to-face interviews were conducted with primary school educators and principals in the area. Thematic analysis was employed to analyse the data collected. The study shows that even though teachers understand Inclusive Education, challenges such as in adequate teachers’ skills, limited educator support and lack of enabling infrastructure hampers the effective implementation of Inclusive Education. Government should improve teacher support, teacher training programmes and provide enabling physical infrastructure.
The study concludes that most educators understand Inclusive Education. Challenges they face include limited educator support, inadequate educator skills to teach Inclusive Education.
