The study intends to contribute to successful implementation of Inclusive Education in South African Schools, by exploring learners' experiences within the classroom and teachers views about the classroom environment. A combination of these two factors will indicate the extent how far inclusive education is being implemented in the classrooms.
The school that was selected to participate in this study is located in the semi-rural area in Pinetown district. Learners participated in three focus group sessions. These sessions aimed at gathering data on learners' experiences within classroom environment. Each group consisted of eight learners; that is, four males and four females. Focus group one was selected from grade seven; the second focus group from grade eight and the third group from grade nine.
The class teachers of the selected classes were requested to take part in the interview sessions. The sessions intended to gather information on teachers' views about classroom environment and how it impacts on their implementation of Inclusive education.
Inhaltsverzeichnis (Table of Contents)
- Chapter 1: Background to the study
- 1.1. Rationale of the study
- 1.2. Problem statement
- 1.3. What the thesis presents
- 1.3.1. Learners' experiences within the classroom
- 1.3.2. Teachers' role in facilitating inclusion
- 1.3.3. Relationship between learning and development
- 1.4. Focus and purpose of the study
- 1.5. Key research questions
- 1.6. Arrangement of the chapters
- Chapter 2: Research findings underpinning the study
- 2.1. Introduction
- 2.2. Inclusion
- 2.3. Learning experiences
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This research report explores the implementation of inclusive education in the Pinetown District Schools, specifically focusing on the experiences of learners and the perceptions of teachers about the classroom environment at a selected school. The report aims to understand the lived experiences of learners within the inclusive classroom setting and the role of teachers in facilitating an inclusive environment. It also seeks to examine the relationship between learning and development within the context of inclusive education.- Inclusive Education Practices
- Learner Experiences in Inclusive Classrooms
- Teacher Perceptions of Inclusive Environments
- Relationship Between Learning and Development in Inclusive Settings
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter 1: Background to the study provides the rationale and context for the research. It outlines the problem statement, addressing the need to investigate the implementation of inclusive education in the Pinetown District Schools. The chapter also clarifies the thesis's focus on understanding learners' experiences and teacher perceptions, exploring the link between learning and development in inclusive classrooms. Finally, it articulates the key research questions and the organization of the study.
Chapter 2: Research findings underpinning the study introduces the theoretical frameworks and research findings that support the study's investigation. It delves into the concepts of inclusion and learning experiences, providing a foundation for understanding the specific context of the research.
Schlüsselwörter (Keywords)
The research focuses on inclusive education practices within a specific school in the Pinetown District, exploring learners' experiences and teachers' perceptions of the inclusive classroom environment. Key concepts include learner perspectives, teacher roles, and the relationship between learning and development within the context of inclusion.- Quote paper
- Patrick Mweli (Author), 2009, Exploring the implementation of inclusive education in the pinetown district school, Munich, GRIN Verlag, https://www.grin.com/document/201965
