English

J L Geldenhuys,N E J Wevers

doi:10.15700/201503070804

Abstract

Despite efforts worldwide to ensure quality education for all learners through inclusive education, indications are that many learners, especially those that experience barriers to learning, are still excluded from full access to quality and equitable education opportunities in mainstream primary schools. This article uses a qualitative approach and phenomenological strategy to focus on the ecological aspects influencing the implementation of inclusive education in mainstream primary schools in the Eastern Cape, South Africa. Observation and semi-structured interviews were conducted with 28 participants from seven schools to gather data, whilst a process of framework analysis was used for the analysis of the data. The investigation revealed that the implementation of inclusive education is not only hampered by aspects within the school environment, but also by aspects across the entire ecological system of education. Keywords : Assessment and Support Strategy, barriers to learning, ecological model, identification, inclusive education, mainstream primary schools, screening

Highlights

Most of the earlier work on inclusive education (IE) has concentrated on the rationalization for inclusion and focused on the rights of people with disabilities to a free and suitable education (Nieuwenhuis, 2007)
These aspects are indicative of the poor management of learners who experience barriers to learning and are embedded in all five systems of Bronfenbrenner’s framework
Based on the discussion of the findings of the empirical investigation, it can be concluded that IE has not been implemented effectively in most mainstream primary schools in the Eastern Cape

Summary

Introduction

Most of the earlier work on inclusive education (IE) has concentrated on the rationalization for inclusion and focused on the rights of people with disabilities to a free and suitable education (Nieuwenhuis, 2007). The rights and ethics discourse is one of the ways to justify IE. It states that the existence of a dual education system prevents systematic changes to make education responsive to an increasingly diverse society. This justification is often based on the ideals of social justice (Artiles, Harris-Murri & Rostenberg, 2006). Engelbrecht (1999) explains that the rights discourse is committed to extending full citizenship to all people and emphasises equal opportunity, self-reliance and independence.

Objectives

Discussion

Conclusion