Challenges faced by secondary school teachers in implementing inclusive education in Rakgwadi Circuit, Sekhukhune South

Abstract

Implementing inclusive education practices and principles remains a significant challenge in many South African secondary schools, particularly within the mainstream system. These challenges must be identified and systematically addressed through a comprehensive, all-encompassing, inclusive education approach. A qualitative case study was employed to explore the challenges faced by teachers in implementing inclusive education in the Rakgwadi Circuit, Sekhukhune South, located in the Limpopo Province. The study was framed within the constructivism paradigm. Purposive sampling was utilised to select participants, comprising four principals and twenty teachers teaching mathematics, mathematical literacy, and languages. Data was collected through individual interviews, focus group discussions, and open-ended questionnaires. Thematic analysis was conducted to identify recurring themes and patterns related to implementing inclusive education. The study revealed several significant barriers to inclusive education, including inadequate teacher training, overcrowded classrooms, lack of support from the Department of Basic Education, insufficient school infrastructure, limited parental involvement, and language barriers. These factors collectively hindered the effective teaching and learning process. The findings highlight the critical need for a comprehensive approach to inclusive education that systematically addresses the identified challenges. The study suggests enhancing advocacy and awareness while improving continuous professional development for all teachers to effectively implement inclusive practices.