The experience of educators of inclusive education in a primary school

The purpose of this research study was to explore and describe the experience of primary school educators of inclusive education. Educators experience inclusive education with dissimilar attitudes and perceptions. Educators constantly have to cope with large numbers of learners in the classroom, an inflexible curriculum and a lot of administration work. All these things make implementation of inclusive education difficult. I perceive that there is a need to re-evaluate the existing curriculum and come up with new teaching methods to assist the educators to cope with their dilemma. The objectives of this study were to explore and describe the experience of educators in a primary school of inclusive education and to describe guidelines to assist educators to facilitate a positive experience of inclusive education. The study was qualitative, explorative, descriptive and contextual in approach and it therefore became necessary to use phenomenological semi-structured interviews with educators involved in inclusive education. Before the interviews, trust was build through a written request of permission to the principal of the school concerned to conduct the research study. The participating educators were also informed of what the research is all about before the main interview. Data were collected through semi-structured interviews focusing on the experience of primary school educators of inclusive education. Data were analysed utilising Tesch’s (Cresswell 2004:192) method of open coding. Trustworthiness was ensured throughout the study by applying Guba’s approach (Lincoln and Guba 1995:15) including the service of an independent coder. Results were recontextualised within the literature. Most educators view inclusive education as beneficial to the educators, the parents, the school and the learners as a whole; “a tool to make every learner a winner.” There are challenges that make inclusive education difficult to implement and are voiced by educators through a feeling of disempowerment. Support systems presently implemented by educators are met with varying opinions about the efficiency in inclusive education. There is an increased need for support systems for educators involved in inclusive education. Guidelines to assist educators to facilitate a positive experience of inclusive education were developed based on the above theme.Prof. C.P.H. Myburgh Prof. M. Poggenpoe