Factors influencing the implementation of inclusive education in mainstream secondary schools in the Sekhukhune District, Limpopo Province

Abstract

The advent of inclusive education represents a fundamental change in schooling that aims to provide equitable opportunities for all learners, including those with barriers to learning. Implementing inclusive education in mainstream secondary schools in South Africa involves creating an environment where learners with diverse abilities, backgrounds, and learning styles can exploit their learning potential to the maximum. Although South Africa adopted an inclusive education policy, its effective implementation remains a challenge. The study followed the Diffusion of Innovation (DOI) theory by Roger to establish factors influencing the implementation of inclusive education in mainstream secondary schools. The aim was to explore the challenges teachers are confronted with in implementing inclusive education practices and to establish support structures for teachers to fully and successfully implement inclusive education in mainstream secondary schools. This qualitative study adopted a phenomenological research design by applying purposive sampling to select twelve participants from mainstream secondary schools. Qualitative data was gathered through face-to-face semi-structured interviews which were audio-recorded, later transcribed, and then analysed through thematic analysis. The findings from this study established that teachers understand what inclusive education is about, but they struggle with its implementation. This reveals that teachers face several challenges in implementing inclusive education in mainstream secondary schools, which includes lack of training, limited knowledge, inadequate resources, personal stress and burnout, time and curriculum constraints, lack of parental support, and overcrowded classrooms. The study suggested that schools need multifaceted support structures and resources to implement inclusive practices successfully. It is also recommended that teachers need intensive, ongoing professional development and training to enhance inclusive education, while support from parents and social workers would accelerate its success.