The Teacher as a Sacrifice at “Alter” of Inclusive Education in South Africa’s Public Schools: Challenges of Inclusive Education

Vussy A Nkonyane, Nilford Hove


Inclusive education is one of the policy driving forces behind a transformative and democratic society of post-apartheid South Africa. This paper is a reflection on whether the policy is achieving its set goals by answering to the question: Are regular class teachers in South African public schools giving adequate attention to children with learning disabilities in their mainstream classes? As the cold face of the system, teachers always bear the brunt for the failure or success of any policy in education. Fore-grounded on a quantitative research paradigm, the paper adopted social learning theory as a lens through which both the theoretical and empirical parts of the study were conducted. The sample of the study consisted of one hundred and ten teachers all affected by the policy. Data analysis from the questionnaires indicated among other things that implementing the policy was not smooth sailing. With inadequate training on inclusivity, teachers were left by themselves and were grappling with a variety of challenges in implementing inclusivity in the mainstream classes. Recommendations are suggested to counteract the possible failure of this policy in South African public schools and elsewhere.

DOI: 10.5901/mjss.2014.v5n20p1413

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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