Educators’ experiences of inclusive learning contexts: an exploration of competencies
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Date
2010
Authors
Magare, Ishmael
Kitching, Ansie Elizabeth
Roos, Vera
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
The successful implementation of inclusive education relies heavily on educators. Inclusive
education is based on values such as human dignity, equality, human rights and freedom. The com
plexity of the interactive relationships between different systems, such as learners, educators,
families, schools and the learning context, was recognised in this research and an eco systemic
perspective consequently applied. Our purpose in the research was to explore the experiences of
educators in ordinary schools regarding the challenges experienced in inclusive learning contexts
and to identify the competencies they used to deal with some of these challenges. A qualitative
research design was chosen, using a case study. The study was conducted in North West Province
at a secondary School. Various contextual and microsystemic barriers that threatened an enabling
learning environment were observed. Seven educators, one male and six female, were purposively
selected for the study, and three methods of gathering data were used, namely, written assignments,
in depth follow up interviews, and a focus group discussion. Themes and subthemes were identified
through thematic content analysis. The findings indicated that the educators had competencies that
enabled them to support learners and form collaborative relationships in an inclusive learning
environment. Various implications for the Department of Education and school management teams
are pointed out.
Description
Keywords
Asset-based approach, Barriers to learning, Competencies in inclusive education, Deficit-based approach
Citation
Kitching, A. E., Magare, I., & Roos, V. (2010). Educators experiences of inclusive learning contexts: An exploration of competencies. Perspectives in Education, 28(1), 52-63.