The Dynamics of Implementing Inclusive Education in Schools

Abstract

Located within constructivist paradigm, this is a qualitative study that used a case study design. Qualitative data collection methods – interviews, observations and document analysis – were employed for this study. The sample comprised of 43 teachers and principals from four case study schools. This paper focuses on the experiences of primary school teachers regarding implementation of inclusive education. The findings from the study suggest that despite various attempts aimed at successful implementation of inclusive education in schools; not much has been achieved in this regard. The findings also suggest that there were problems emanating from the lack of sufficient training on the implementation of IE including the implementation of the SIAS (screen, identify, and support) Policy which requires teachers to screen, identify, and support learners. However, teachers were only trained to do baseline assessment and were not fully trained on SIAS. The paper recommends that there is need for teachers to get continuous training and support on the implementation of IE particularly on aspects of SIAS. Qualified educational psychologist should be utilised for the crucial role of implementing the SIAS Policy.