Ecological aspects influencing the implementation of inclusive education in mainstream primary schools in the Eastern Cape, South Africa
J L Geldenhuys, N E J Wevers
Abstract
Despite efforts worldwide to ensure quality education for all learners through inclusive
education, indications are that many learners, especially those that experience barriers to
learning, are still excluded from full access to quality and equitable education opportunities in
mainstream primary schools. This article uses a qualitative approach and phenomenological
strategy to focus on the ecological aspects influencing the implementation of inclusive
education in mainstream primary schools in the Eastern Cape, South Africa. Observation and
semi-structured interviews were conducted with 28 participants from seven schools to gather
data, whilst a process of framework analysis was used for the analysis of the data. The
investigation revealed that the implementation of inclusive education is not only hampered by
aspects within the school environment, but also by aspects across the entire ecological system
of education.
doi: 10.15700/201503070804
education, indications are that many learners, especially those that experience barriers to
learning, are still excluded from full access to quality and equitable education opportunities in
mainstream primary schools. This article uses a qualitative approach and phenomenological
strategy to focus on the ecological aspects influencing the implementation of inclusive
education in mainstream primary schools in the Eastern Cape, South Africa. Observation and
semi-structured interviews were conducted with 28 participants from seven schools to gather
data, whilst a process of framework analysis was used for the analysis of the data. The
investigation revealed that the implementation of inclusive education is not only hampered by
aspects within the school environment, but also by aspects across the entire ecological system
of education.
doi: 10.15700/201503070804
Full Text: PDF