An Investigation On Principals’ Knowledge And Perceptions Regarding Inclusive Education In The Caprivi Region

ABSTRACT

An overview of learners with special educational needs both internationally and nationally has been discussed. Initially, learners with special educational needs were catered for in special institutions. This situation seemed to discriminate against learners with special educational needs. With the call for human rights, there emerged the move toward inclusive education, which is based on a social justice paradigm of equal educational opportunities for all learners within the same classroom.

To achieve the objectives of the study, a quantitative research approach was used. Data were collected using a questionnaire. The questionnaire was administered to a stratified sample of 43 primary, combined, and secondary school principals in the Caprivi region.

The findings of this study have provided some evidence that principals in the Caprivi region indeed hold a variety of perceptions towards inclusive education. They expressed the need for effective training in order to be equipped with abilities and strategies that would enable them to support and nurture the learning of learners with special educational needs. They also indicated that the current curriculum used in regular schools is not suitable for learners with special educational needs. Principals were also of the opinion that the necessary facilities, infrastructure and other resources be put in place before inclusive education is implemented. Principals further suggested that a departure from traditional instructional practices to a variety of practices could utilize diversity in the teaching and learning process to ensure that different needs are met. Finally, principals were of the opinion that parents should be involved in the inclusive education process. It is clear from the above-mentioned information that the majority of principals in the Caprivi region do have specific needs regarding the implementation of inclusive education. It is therefore imperative that the Namibian government takes note of these perceptions and relate them to the development and implementation of an effective inclusive education system.