PERSPECTIVES OF LEARNERS IN MAKING SCHOOLS MORE INCLUSIVE SPACES

Abstract

Inclusive education has gained prominence as an essential educational approach throughout the world. In South African, inclusive policies recommend the active participation of learners in the education process to develop and extend their potential as equal members of society. This study explores the perceptions of learners regarding inclusive education and its potential to improve teaching practices. This participatory action research study using transformative learning theory as a lens will employ photo voices and narratives. The participants were 25 full-service school learners in Gauteng and North West provinces of South Africa. Thematic data analysis was used to analyse the data. The study findings revealed that learners do not have a voice in the implementation of inclusive policies; only teachers are privileged to influence inclusive teaching, while learners are only expected to be recipients. Although the study has found that learners are disadvantaged in contributing to inclusive practices, it recommends an integrated approach among teachers, learners, and education policy developers to ensure that learners' voices are heard in schools to improve inclusive teaching practices.