Factors Affecting The Implementation Of Inclusive Education Practices In Selected Secondary Schools In The Omaheke Region

ABSTRACT

The main purpose of this study was to examine factors affecting the implementation of inclusive education in selected secondary schools in the Omaheke region and to identify strategies to address these challenges. A teacher questionnaire was administered to a stratified sample of 90 secondary school teachers in the Omaheke region. Hundred percent of the teachers completed and returned the questionnaire. The Statistical Package for Social Sciences (SPSS) was used to analyse the data. The researcher used descriptive analyses, such as frequencies and percentages, to compare the proportions of respondents who responded in different directions. Additionally, the chi-square test was utilised to determine whether there were significant relationships and/or differences in responses based on the variables of school, gender, age, mother tongue, qualifications, teaching experience, average number of learners and training in special needs education. The data from the open-ended questions were manually transcribed and explained. The results obtained indicated that the implementation of inclusive education was hampered by various factors, such as the fact that teachers needed supportive leadership in order for inclusion to be successful and a lack of support regarding teachers’ increased negative attitudes towards inclusive education. In order for inclusive education to succeed, teachers must receive training in educating learners with special educational needs, adequate resources need to be allocated to schools to cater for the diverse needs of all learners, a flexible curriculum would grant all children a chance to learn and benefit from education and all stakeholders should be encouraged to become involved in educating learners with special needs if inclusive education is to be successful. Significant relations were found between the factors that affected the implementation of inclusive education and the listed variables of name of school, school milieu, gender, age, mother tongue, qualifications, teaching experience, average number of learners and training in special needs education. In addition, teachers identified various strategies that could address

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challenges facing the implementation of inclusive education, such as that for inclusive education to be successful stakeholders should be encouraged to be involved and each school to have a special class for learners with special needs.