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All Journal REiD (Research and Evaluation in Education) Indonesian Journal of Learning and Instruction Indonesian Journal on Learning and Advanced Education (IJOLAE)
Nzuza, Zakhele Dennis
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Education

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EDUCATORS' UNDERSTANDING OF THE CONCEPT OF INCLUSIVE EDUCATION IN PRIMARY SCHOOLS IN SOUTH AFRICA Nzuza, Zakhele Dennis
Indonesian Journal of Learning and Instruction Vol. 7 No. 1 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i1.8301

Abstract

This study explores educators’ understanding of the concept of inclusive education in South African primary schools. The study draws on thorough research and reflective engagements over the past twenty years on the promulgation of inclusive education in South Africa. Despite various policies being introduced and adopted by the South African government, understanding of the concept of inclusive education remains a contested issue in the education sector. Therefore, this study aims to deepen the core of the understanding and practices of the inclusive education concept. A case study design using a qualitative approach was used in the four primary schools in uMgungundlovu District, South Africa, to elicit a deeper understanding of inclusive education as a concept and practice within general education. The collected data were analysed using thematic analysis. The study findings revealed that educators’ understanding of inclusive education was largely informed on the basis of respect and confidence by which learners experiencing learning barriers develop their abilities to the best of their potential. The educators’ understanding was anchored on positive attitudes toward inclusive education as a concept of education. However, the study findings also showed that the understanding of inclusive education by some educators was based on referring learners experiencing learning barriers to special schools. The study recommends that educators should attend intensive training at institutions of higher learning to fill the gap in understanding and practice of inclusive education.
Conceptualising Inclusive Education: Insights from South African Primary School Principals Nzuza, Zakhele Dennis; Sulaimon, Jamiu Temitope
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 1, January 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i1.23615

Abstract

This study explores the understanding of inclusive education by principals in South African primary schools. It draws on in-depth research and reflective engagements over the past 30 years on the implementation of inclusive education in South African schools. Although the South African government introduced and adopted various policies, understanding the concept of inclusive education in the education sector remains contentious. This research focusses on understanding the principles and practices of inclusive education in schools, ensuring that all students have equal access to learning opportunities. Research objectives have been sharpened to investigate the implementation of inclusive education, accommodating different types of learners, and strategies used to promote a supportive learning environment. A qualitative case study design was used in the six primary schools in the uMgungundlovu district, South Africa, to encourage a deeper understanding of inclusive education as a concept within general education. The data collected were analyzed using content analysis. By examining various aspects of inclusive education, this study uncovers the essential role of educators in fostering an inclusive classroom culture that satisfies the diverse needs of all learners. The study concludes that inclusive education involves holistically teaching all learners by implementing differentiated instruction with adequate support for diverse learners. The findings of the study have practical implications for the education sector, as they highlight the need for intensive training in higher education institutions to bridge the gap in understanding and practice of inclusive education, underlining its urgency and importance.
Strategies for creating inclusive learning for learners experiencing barriers to learning Nzuza, Zakhele Dennis
REID (Research and Evaluation in Education) Vol. 9 No. 2 (2023)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v9i2.64913

Abstract

Inclusive learning compels all public schools to accommodate all learners and imple­ment curricula that meet their needs. This study explored strategies for creating inclu­sive learning for learners who experience barriers to learning. Most of the literature on inclusive learning in schools has discussed the tension between theoretical approaches and the practical achievements of inclusive learning during teaching and learning. Furthermore, the local literature has demonstrated that educators try to modify and differentiate the existing curriculum with no tangible results for learners experiencing barriers to learning and not comprehending the content of the curriculum. This gene­ric interpretive qualitative case study was conducted in the uMgungundlovu District (KwaZulu-Natal Province, South Africa), using semi-structured interviews with four teachers selected from four primary schools. Observations were conducted during tea­ching and learning, and documents were reviewed. The themes were derived and used through thematic data analysis to yield the study findings and draw conclusions. The study results indicated a shift toward inclusive learning, whereby learners experiencing barriers to learning can learn and better comprehend the curriculum's content through role-play, constructing objects, and drawing. Therefore, learners experiencing barriers to learning felt part of the teaching and learning process and could transform their contextual affordance into actions, which sheds light on their education journey.
Co-Authors Sulaimon, Jamiu Temitope