EXAMINING TEACHER PERSPECTIVES ON INCLUSIVE EDUCATION: INSIGHTS FROM SOUTH AFRICAN EDUCATORS

The study examines the perspectives of South African educators on inclusive education, focusing on their experiences and challenges in implementing inclusive practices in primary schools.Employing a qualitative research methodology within an interpretive paradigm, the research involved six teachers from two mainstream primary schools selected through purposive sampling to provide rich insights into their experiences.Meaning that the study interpreted what the SBSTs were saying.Data were collected using semi-structured interviews, allowing for an in-depth exploration of teachers' views on inclusive education.The theoretical framework for the abstract examining teacher perspectives on inclusive education is Vygotsky's Sociocultural Theory.Thematic analysis was applied to identify key themes from the data, revealing that while teachers generally support inclusive education, they face significant challenges such as inadequate training, limited resources, and large class sizes.Many educators expressed a need for more professional development opportunities such as training sessions, teacher workshops on effective teaching methods for inclusive education like differentiation, accommodation and adaptation to address diverse learning needs effectively.The findings highlight the critical role of teacher empowerment in fostering an inclusive classroom environment.Recommendations include enhancing in-service training focused on inclusive practices, promoting educator collaboration, and improving communication with parents and communities.Additionally, the study emphasizes the importance of School-Based Support Teams (SBST) and District-Based Support Teams (DBST) in providing necessary support for both teachers and learners.The research contributes valuable insights into the complexities of implementing inclusive education in South Africa, underscoring the need for systemic changes that support educators in their roles.Ultimately, it aims to inform policy and practice to enhance educational experiences for all learners in inclusive settings.