Mainstream educator's and attitudes in implementing inclusive education in the Seshego Circuit, Capricorn South District, Limpopo Province, South Africa

Abstract

The role of an educator in implementing inclusive education remains crucial in providing schooling opportunities that are inclusive of every learner in South Africa. The knowledge and attitudes of educators are vital resources for meeting the goals of the White Paper 6. This study explored educators’ knowledge of and attitudes towards the implementation of inclusive education in the Seshego District, Limpopo Province. Qualitative in approach, the study applied a case study design and collected data from ten educators through semi-structured interviews. Document analysis was also used to collect data. The results of the study indicated that there was a rudimentary understanding of inclusive education among educators, conflicting definitions and misconceptions about inclusive education were observed, challenges such as shortage of trained staff, lack of awareness, and inadequate resources, no alignment with global issues regarding the implementation of inclusive education, overwhelming experiences due to a lack of awareness, training, and support, which impacted their effectiveness; nevertheless, the educators did not indicate negative attitudes towards inclusive education despite the challenges, and the educators expressed a lack of confidence in their knowledge about inclusive education policies. The results, therefore, imply that the there is a need for comprehensive and standardized training for educators to enhance their understanding of inclusive education. Furthermore, policy implementation should consider the impact of geographical differences in students’ needs and experiences; support and intervention platforms for educators should be provided, including district resources to mitigate negative experiences and improve overall effectiveness. Policymakers should prioritize teacher education in inclusive practices by providing financial support and necessary teaching materials. Ongoing research and evaluation are essential to adapt policies and practices to the evolving needs of inclusive education by the Department of Education.