Abstract
The present study investigated the extent to which teachers at a Full Service School in Soweto understand and practise the principles of a Full Service School. I focused on three teachers in the foundation phase. Classroom observations, individual semi-structured interviews and document analysis were used to generate data. This qualitative study was framed theoretically by Florian’s framework of inclusive pedagogy. Extrapolation of data suggests that teachers understand the concept of inclusion, make use of different teaching approaches and they indicate that there are quite a number of challenges they face on a daily basis.
Highlights
Inclusive education is a global phenomenon which received much impetus through the world conference at the World Conference on Special Needs Education in 1994 (UNESCO, 1994)
A qualitative research approach was appropriate for the present study as I dealt with teachers and gathered data on how their implementation of inclusive practices in their classrooms aligns with Florian’s inclusive pedagogy
The following section will discuss each of these themes. 4.1 Teachers’ Understanding of Inclusive Education When asked about their understanding of inclusive education, the respondents indicated that for them inclusive education is about accommodating all learners regardless of their difference
Summary
Inclusive education is a global phenomenon which received much impetus through the world conference at the World Conference on Special Needs Education in 1994 (UNESCO, 1994). It has been around for quite some time but the challenge lies with the confusion that people have in understanding what it really means to be inclusive. Inclusive practice on the other hand, refers to the things that people do to give meaning to the concept of inclusion (Florian, 2009), while inclusive pedagogy is a method of teaching www.scholink.org/ojs/index.php/jecs
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