The aim of this paper is to investigate the challenges experienced by mainstream educators in the Limpopo Province of South Africa regarding their understanding and implementation of inclusive education policies. By examining the factors contributing to the gap between policy interpretation and practical application, this study seeks to provide insights into the barriers hindering the creation of inclusive learning environments in mainstream schools. A case study design was used in the study. Purposive sampling was applied to select the research participants and ten educators were purposefully sampled from five mainstream schools in the Capricorn District of Limpopo Province, South Africa. Semi-structured interviews and open-ended questionnaires were used to collect data and were analysed using thematic content analysis. The results indicated a need to revise the approach in which training is provided for Inclusive Education for educators. Educators seem to know what inclusive education is but feel they do not have adequate support through policies and interventions by the Department of Education to implement inclusive education in the most effective state. The study's implications are for the Department of Education to address the gaps in the implementation and training of Inclusive Education for educators, including professional courses and tertiary education specific to Inclusive Education across South Africa.

Authors:
Medwin Sepadi, University of Limpopo, South Africa
Ennocentia Moshia, University of Limpopo, South Africa

About the Presenter(s)
Medwin Dikwanyane Sepadi is a senior lecturer at the University of Limpopo. Dr Sepadi is currently an editor for a book that focuses on global practices in inclusive education curriculum and policy

See this presentation on the full schedule – Saturday Schedule

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