n Child Abuse Research in South Africa - How educator perception has shaped inclusive teaching at a rural village school in South Africa

Volume 12, Issue 2
  • ISSN : 1562-1383



In 2006, South Africans celebrated the twelfth anniversary of a democratic South Africa. A paradigm shift in education was a prerequisite and the government introduced an inclusive education system. Seeing that educator perception and attitudes are among the many influences on learners' achievement, this research will attempt to examine how educators view inclusion in the classroom, what problems educators experience and possible recommendations to address these problems. The data is based on focus-group interviews, observation and document analysis. The researcher selected a primary school as the research site. The six educators who were chosen, were grade 5 subject teachers. The main themes identified in the interviews included perceptions about availability of resources, school support, parental support and departmental support. Some of the educator perceptions related to training, support, resources, understanding and an inflexible curriculum. The conclusion reached, is that inclusive education is here to stay, so the Department of Education and all other stakeholders should cooperate to make it work. The researcher believes that if educators' beliefs about and their perceptions of inclusion were not addressed, these perceptions could become a critical barrier to learning, development and successful implementation of inclusive education. This could culminate in a classroom culture of neglect of learners with barriers to learning.

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