The Management of Inclusive Education in Mainstream Pilot-Inclusive Schools: Experiences of Stakeholders in the DIMAMO Circuit of Limpopo

This study was a qualitative research that used a phenomenological approach to investigate the perspectives, perceptions and understandings of school principals, School Management Teams (SMTs), School-based Support Teams (SBSTs), classroom teachers and Education Assistants (EAs) in managing and leading the implementation of inclusive education in mainstream pilot inclusive schools in the DIMAMO Circuit within Capricorn South district of education, Limpopo Province. The study was conducted in two mainstream primary schools and two mainstream secondary schools designated as mainstream pilot-inclusive schools in DIMAMO Circuit. I used stratified purposive sampling to select five participants from each school. In addition, I used unstructured interviews to collect data from participants. Furthermore, I used thematic data analysis to analyse data from participants. The analyses of data revealed that teachers welcome learners with diverse abilities and disabilities in their schools and classrooms but were concerned about their lack of knowledge of different assessment techniques to assess learners with different barriers to learning. Teachers lack the necessary knowledge and skills to assist learners with psycho-social problems. SMTs did not use information on inclusive education to develop teachers, parents, learners and other stakeholders. I recommended that principals and SMTs engage teachers and support staff in strategic thinking and strategic management. In addition, the study recommended measures to improve the provision of curriculum and resources for quality inclusive education in schools. Furthermore, I recommended how schools with low enrolment numbers could be assisted to upgrade and maintain their existing school infrastructure. Lastly, I recommended ways to address the lack of communication and support between the school and the parents of learners. This study concludes that if teacher and learner support initiatives are to succeed, the Provincial Department of Education should consider appointing teacher assistants and general school assistants on a permanent basis to increase the commitments of schools towards implementing and managing the SIAS policy in inclusive education.