Exploring teachers’ experiences on the implementation of inclusive education in Thabina Circuit mainstream schools

Abstract

This study aimed to explore teachers’ experiences with implementing inclusive education in mainstream schools in the Thabina circuit. The study employed a qualitative research approach with a case study design. An interpretive paradigm was used. The population was drawn from 231 teachers working in mainstream schools in Thabina Circuit. Purposive sampling was used to select 12 teachers who have learners living with disabilities in their classrooms. Data was collected using individual semi-structured interviews and observations. Implementing inclusive education in mainstream schools was interrogated using different stages distinguished by Kolb, which are concrete experience, reflective observation, abstract conceptualisation, and active experimentation. A thematic approach was used to analyse data by formulating themes that emerged from interviews. The study's findings revealed that for full inclusion in mainstream schools, teachers must consider how learners learn by borrowing Kolb’s lenses, as indicated above. The study further found that teachers struggle to implement inclusive education policies due to misinterpretation and inability to interpret them in the context they find themselves in. The study recommends in-service training of teachers on inclusive education policies and practices. Furthermore, integrating Kolb’s lenses was also recommended for the total inclusion of learners.