Perceptions of South African Teachers and Students in Residential Secondary Schools for the Blind on Inclusive Education

Abstract

This study investigated perceptions of both blind students and their teachers in residential secondary schools on inclusive education in South Africa. The study is a harbinger to several studies that seek to consult teachers of blind students and students themselves on their views regarding the importance of inclusive education. In this study, the researcher used focus groups to gather information from teachers and students. A sample of six teachers (four male and two female); and eighty-three students of whom forty-four were boys and thirty-nine were girls was used. Data was collected using semi-structured interview schedules. Data was presented in thematic sections and qualitatively examined for meaning. The study found out that students in residential secondary schools were barely aware of the inclusive drive. They had yet to see examples of their friends in inclusive schools. They agreed though that the concept of inclusive schooling was noble as it would enormously contribute in the reduction of the number of blind students who could not be admitted in existing special schools. Teachers wanted to see action beyond the policies which they were well aware of. DOI: 10.5901/mjss.2014.v5n20p1758