Evaluating the Practices of Inclusive Education in the Secondary Schools: A Social Realist Perspective

Abstract

The purpose of the study was to evaluate inclusive education practices at secondary schools in rural settings in the Lebopo Circuit of South Africa. The qualitative research approach was used to evaluate inclusive education practices using the social realist perspective. The study used the case study research design together with an interpretive paradigm to evaluate the daily practices of inclusive education. The study consists of a population of 10 teachers, 5 School-Based Support Team (SBST) members and 5 principals from the selected schools. The participants were selected following purposive sampling and some participants have experience in implementing inclusive education. Data was collected through individual semi-structured interviews, observation and document review. The data was analysed thematically. Archer’s social realist perspective and Bernstein’s pedagogic discourse were used as theoretical lenses to evaluate the practices of inclusive education in the circuit under study. The study results revealed that teachers misinterpret the policy of inclusive education because they view it as a policy supporting only learners with disabilities. The study further showed that the majority of schools do not have functional school-based support teams, and they are not aware of and do not perform their duties as expected. The study concluded that there is a knowledge gap in School-Based Support Teams in fulfilling their roles in inclusive education practices, no sufficient support from the parents and monitoring by the Department of Basic Education in the implementation of inclusive education practices. The study recommended that the School-Based Support Teams be provided with continuous sufficient training with the engagement of the district-based support teams and that a parent-teacher collaborative approach be used to accomplish positive outcomes.

Keywords

• inclusive education practices
• school-based support teams
• screening
• identification
• assessment and support