EXPLORING THE SUPPORT NEEDS OF TEACHERS IN INCLUSIVE SCHOOLS

Abstract

Supporting teachers in inclusive schools is of paramount importance in the South African education system as it helps to enhance education for sustainable development. Supporting teachers also benefits them to get exposure to inclusive pedagogies. Even though teachers have undergone pre-service training, and some also received in-service training, it is apparent that teachers do not receive adequate support to teach in inclusive classrooms. Framed within the Transformative Learning Theory as the theoretical framework, this study sought to explore the support needs of teachers in inclusive schools. By utilising transformative learning theory, the identified support needs may aid in transforming the teachers' frame of reference regarding their teaching practices so that they can transform through the realization of their support needs. The study is entrenched within the qualitative research approach and use the interpretivist paradigm. Interpretivism is preferred because it allows the teachers to construct their own reality of their support needs in inclusive schools. 12 participants from two (2) full-service schools in the Ngaka Modiri Molema District were purposively sampled. Data was generated through semi-structured interviews. Analysis of data was done through Braun's six-step of thematic data analysis method. The findings propose that the teachers in inclusive schools require in-service training and workshops that are continuous. The teaching and learning resources for the benefit of both teachers and learners were also highlighted as the support needs of teachers in inclusive schools. In addition, collaboration with parents and district officials was highlighted as another support needs for teachers working in inclusive education settings. It is recommended that the school management teams, SBST and DBST ensure that teachers are trained continuously on various learner barriers and offer practical skills for completing the SNA1 referral form. Furthermore, it is recommended that SMT and SBST should encourage parents to be involved in the learners' learning.