Towards a support structure for the implementation of inclusive education in rural secondary schools in Limpopo

Abstract

The Departments of Education and Basic Education in South Africa have taken steps to implement inclusive education (IE) in public ordinary schools. However, research evidence depicts various reasons responsible for ineffective implementation of inclusive education in these schools. This study investigated conditions in rural secondary schools in the Capricorn District of Limpopo. It sought to expose context-specific factors responsible for the ineffective implementation of inclusive education in rural secondary schools and to make recommendations as well as develop a support structure to overcome these barriers in the implementation of inclusive education in rural secondary schools in Limpopo. Against the above background, the central research question and research aim were stated. The central research question was stated as: How can the challenges of ineffective implementation of inclusive education in the rural schools of Capricorn District in Limpopo be resolved? The central research aim was therefore stated as: To develop a support structure to respond to the challenges of ineffective implementation of inclusive education in the rural schools of Capricorn District in Limpopo. To answer the central research question and achieve the central research aim, a qualitative research approach based on constructivism was adopted using case study as a strategy of inquiry. Purposive sampling was used to select two rural ordinary secondary schools, grade ten teachers, the principals of the selected schools and the departmental officials servicing the selected schools. Direct observation, documentation and interview were used to collect data from the research sites and research participants. General surroundings and conditions of the schools’ buildings as well as lesson presentations in classrooms were directly observed using video camera with the exception of lesson presentations. School documents were collected and photocopied. Group interviews and individual interviews were used with teachers and principals respectively to collect data in the research sites. Qualitative data analysis revealed factors creating barriers to the implementation of inclusive education in the schools and in the classrooms. These factors were grouped in the following categories: Rural school communities; Resources and infrastructure; School support; School conditions for teaching and learning; Teacher training, class size and workload; Methods and techniques of curriculum delivery; Language of learning and teaching; and Parental involvement. Based on the findings, a support structure was developed and recommendations made. The Support structure was put forward for the implementation of IE in ordinary rural secondary schools in the Capricorn District of Limpopo. Recommendations were made with a view to advance the implementation of IE not only in these two schools but also in other rural secondary schools in South Africa. In conclusion, this research study contributed to the existing body of knowledge and practice concerning IE. It is the first to: establish contextual rural factors impacting on the implementation of inclusive education in rural secondary schools in the Capricorn District of Limpopo and provide a practicable support model to implement inclusive education in the schools. Furthermore, this research study challenges the inadequacy of the South African policy on IE (EWP6). Finally, this research study highlights a proactive approach to addressing barriers to learning through universal design for learning and instruction at micro-level planning for curriculum delivery in ordinary rural secondary schools