Tshililo Annah Nembambula1 & Mary Ooko2 & Ruth Aluko3
1University of Pretoria, South Africa
2University of Pretoria, South Africa
3University of Pretoria, South Africa
Abstract: The implementation of inclusive education in schools in South Africa has not been fully achieved despite the existence of numerous policies on the same. However, there is very scanty information on current issues that are faced by teachers during the pandemic. Therefore, the present study sought to examine challenges experienced by teachers in implementing inclusive education in classrooms within a South African context. In this study, Bronfenbrenner’s ecological theory was adopted. The phenomenological research design was adopted for this study. The selected sample size in this study was eight participants obtained using purposive sampling method. In this study, semi-structured interview was used as the data collection tool. Thematic framework was adopted to analyse data in this study. The study reported that there were four main themes on classroom challenges faced by teachers namely, limited instructional time, inadequate resources, inadequate support and lastly, impact of COVID-19 pandemic. The study recommends that teachers should adopt collaborative practices with school base support teams which had the capacity to mobilise several resources available on the local community to enhance implementation of inclusive education.
Keywords: Challenges, Teachers, Inclusive Education, Classrooms, South African Perspective
Published: March 7, 2023
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International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), March 2023, Vol.10, No.2