Inclusive and Supportive Education Congress International Special Education Conference Inclusion: Celebrating Diversity? 1st - 4th August 2005. Glasgow, Scotland

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Preparedness for inclusive education of South African
educators in lower socio-economic schools

Prof Johanna L Geldenhuys and Mrs Glynis Pieterse
Nelson Mandela Metropolitan University
PO Box 77000,  Port Elizabeth 6031,  RSA
johanna.geldenhuys@nmmu.ac.za

ABSTRACT

After the first democratic elections in 1994 the South African government was faced with the enormous challenge of blending a sophisticated First World education system for the minority with an underdeveloped Third World education system for the majority.

The government committed itself to the principles of an inclusive education approach in order to provide equal quality education for all learners. The focus of the inclusive education will be to provide education for all learners (not only for the disabled) who for one or more reasons were discriminated against under the previous education policy.

The development of inclusive schools will depend on much more than the implementation of policies. To make inclusive education a reality within South African schools will be determined by the long-term professional development of educators. The following research question was then formulated: To what extent are the senior phase educators teaching in previously disadvantage schools within the Nelson Mandela Metropole prepared for the demands of an inclusive education system?

The aim of this research was to determine how senior phase educators at lower socio-economic schools within the Nelson Mandela Metropole perceive their own level of preparedness with regard to inclusive education.   The investigation was conducted from an phenomenological perspective.

Both a literature and empirical study were executed.   A qualitative approach was used and data were collected by semi-structures questionnaires and follow-up individual interview with senior phase educators from previously disadvantage schools. A descriptive analysis technique was used.   The results are presented against the central themes that emerged and include, inter alia: poor pre-service and in-service training, lack of resources, a high educator to learner ratio, poor socio-economic background of learners, problematic relationships, lack of educational support services and poor information advocacy.  

Recommendations were made to facilitate improving the preparedness or readiness of the educators for inclusive education in previously disadvantage schools in the Nelson Mandela Metropole.

INTRODUCTION

The current South African government is promoting a society where human rights are supreme and diversity is celebrated and embraced. The change to an inclusive education system is part of the government’s initiatives to eradicate all forms of injustice from all sectors of our society. The education system is a reflection of society in general. The values of society shape education and education can be employed to shape the values within society. The promotion of the ideals of inclusive education should be viewed as part of the wider human, political and ethical effort to secure a better life for all citizens. Education has an important role to play in the transformation, reconstruction and development of the South African society (Nicholls, 1996: 44).

The Salamanca Statement on Principles, Policy and Practice in Special Needs Education signed by several countries in 1994 pronounce inclusive education as “ …the most effective way to combat discriminatory attitudes, building an inclusive society and achieving education for all ’’ (Engelbrecht, 1999: 9). According to the constitution of the Republic of South Africa (RSA) education is a basic human right and the creation of inclusive schools are seen as pivotal to the creation of an inclusive society.

The White Paper on Education and Training 5 (Department of National Education(DNE), 2000) as well as the Education White Paper 6 Special Needs in Education (DNE, 2001) emphasizes education as a basic human right.   It highlights the need for an education system where all learners have equal access and where there is no discrimination.   It also commits the government to the establishment of full service schools where the needs of all learners will be met.

In practice inclusive education means the integration of those learners who previously received their education in special classes or special schools into mainstream schools. Swart, Pettipher, Engelbrecht, Eloff, Oswald, Ackerman and Prozesky (2000: 1) cite Ainscow in explaining the new focus for inclusion:   “The focus is no longer on the individual learner who needs to fit in, but on the potential responsibility of the system to transform so that individual differences amongst learners can be accommodated”.

Inclusive education is to be achieved through the Outcomes-based Education (OBE) approach. The OBE approach replaced the content-based approach that governed South African education for the last hundred years. The OBE approach is in principle learner-centred and is ideal for the inclusive classroom. The introduction of OBE was accompanied by the introduction of a new curriculum commonly known as Curriculum 2005 (C2005). Due to massive problems in the implementation of C2005 it was replaced with the Revised National Curriculum Statement (RNCS) as from January 2004. The introduction of the new Curriculum (C2005 and currently RNCS) was intended to    “… democratise education and eliminate inequalities” (Koekemoer & Olivier, 2002: 34).                      

The implementation of OBE was problematic. The general perception created in the press suggests serious discontent among educators with regard to the implementation of OBE. Pithouse (2001:154), in an article dealing with the retraining of in-service educators, points out that the skills and knowledge necessary to deal with OBE was dealt with on a very superficial level. The author further suggests that the ideological issues underpinning the approach were not discussed. She states that the notion that effective teacher development can be achieved through a brief retraining exercise left educators feeling insecure about their abilities to implement the new curriculum at such short notice.

Although the focus of this study go beyond the debate on the feasibility of OBE as an approach, issues regarding the implementation thereof   is relevant, as inclusive education takes place within the context of OBE. The principle of OBE that states that every learner can learn at their own pace implies a change in the kind of knowledge, skills and thus preparation educators need to be successful within an inclusive classroom.

These complex changes in education took place at a time when the government still had to address the disparities caused by the apartheid policies of the previous government. The disparities resulted in a first world education system for the previously advantaged against a third world education system for the more disadvantaged communities. The disparities were especially evident in the provisioning of special education facilities for the different population groups.

Theoretically, as suggested by the findings presented in the National Commission on Special Needs in Education (NCSNET) and National Committee on Education Support Services (NCESS) in their combined reports, an inclusive education approach is well suited for learners from the lower socio-economic group as a large number of these learners can be defined as learners with special educational needs (LSEN) (DNE, 1997). The majority of these learners are already in mainstream education. The NCSNET and NCESS document highlighted the external (mainly socio-economic in nature) barriers, which hampers the academic progress of the majority of learners from the lower socio-economic communities. Barriers to learning and development include “…violence, abuse, under nourishment, HIV/AIDS, ineffectual developmental transitions and commercial exploitation “ (Engelbrecht, 1999:17).

The success of inclusive education will be largely determined by the ability of educators to deal effectively with learners with special educational needs. The ability to work successfully within an inclusive classroom will also be influenced by the attitudes of senior phase educators towards OBE as well as these educators’ attitudes towards learners with special educational needs. Swart et al. (2000:2) cite various studies which suggest that “…mainstream educators are of the opinion that they do not possess the adequate training, skills, time and support networks to ensure quality education for all’’.

MOTIVATION FOR STUDY

The successful implementation of inclusive education is totally dependent on high quality professional preparation of educators.   OBE is a “…very sophisticated approach for teaching, for which highly professional teachers are required” (Koekemoer & Olivier, 2002). Mainstream educators had not been trained to respond to learners with special educational needs. “The lack of training to equip educators to deal with diversity has not only disadvantaged many learners but has often also left educators feeling inadequate” (DNE, 1997: 87).

It became necessary to investigate the level of preparedness for inclusive education as perceived by senior phase educators working in previously disadvantaged schools within the Nelson Mandela Metropole. This research focused on previously disadvantaged schools as failure in implementation will be hardest felt by those communities who cannot afford private remedial educators or expensive assistive devise necessary in an inclusive classroom.                                                                            

RESEARCH QUESTION

Against this background the following research question was formulated:   To what extent are senior phase educators working within previously disadvantaged schools within the Nelson Mandela Metropole prepared for the demands of inclusive education?

In order to answer this question the following issues were addressed:

• Do the educators have an understanding of the political, historical and economic factors that led to the decision to move from a separate to an inclusive teaching approach?
• What is the educators’ level of comprehension of concepts related to inclusive education?
• What are the attitudes of educators towards the inclusive education approach?

AIMS AND OBJECTIVES

The aim of the study was to investigate how senior phase educators at lower socio-economic schools within the Nelson Mandela Metropole perceive their own level of preparedness with regard to inclusive education. In order to achieve this aim the research focused on:       

• Educators’ perception of the historical and ideological reasons that made the introduction of inclusive education approach necessary.               
• The attitudes and perceptions of senior phase educators with regard to the inclusion of special needs learners within the mainstream education.
• Senior phase educators’ perception regarding the effectiveness of their in-service training in terms of the knowledge and skills necessary to be effective within an inclusive classroom.                                                                                      
• The support networks available when senior phase educators need to refer learners with special educational needs to education support services.

CONCEPT CLARIFICATION

 Preparedness

According to the Webster Comprehensive Dictionary (1992: 996) preparedness means to make ready, fit or qualified or to provide with what is needed. In this context it can be translated to how well educators already have been readied or qualified for inclusive education, i.e. has the teacher been prepared with regard to skills, knowledge and attitudes to be able to be effective within the inclusive classroom.

Senior   phase

The senior phase in RSA is part of the General Education and Training band within the National Qualification Framework. It includes grades seven, eight, and nine. It completes the final phase of the learners’ compulsory school years.   At the end of this phase the learner writes an exit exam and is awarded a General Education and Training Certificate (Malan, 1997: 6).                                                  

Educator       

The OBE educator is not merely a presenter of knowledge but also a facilitator of the learning process. The educator serves as a mentor who advises learners on their approaches to life and learning (Van der Horst & McDonald, 1997:231). The Education Labour Relations Council in the Policy Handbook for Educators (2003, A-3) defines an educator as “…any person who teaches, educates or trains other persons at an education institution or assist in rendering education services or education auxiliary services provided by or in an education department “.  Within the context of this research educator refers to grade 7, 8 and 9 teachers in the senior phase.

Inclusive education

Inclusive schooling implies that all children, no matter how severe their disability or how intensive their needs, can be accommodated in their neighbourhood school – the school they would attend if they did not have a disability   or need (Jenkinson, 1997:140).

Lower socio-economic schools

Within the context of this research the concept refers to previously disadvantaged schools. Socio-economic disadvantages like poverty and underdevelopment, lack of access to basic resources e.g. health or welfare has a deleterious impact on learning and development (Lomofsky & Lazarus, 2001:311). Lower socio-economic schools providing education to mainly black and coloured learners are still struggling to deal with the disparities created by the apartheid education system.

Nelson Mandela Metropole

The coastal Nelson Mandela Metropole consists of the two towns, Uithenhage and Despatch, and the city of Port Elizabeth. It is the fifth largest metropolitan area in the RSA and is located in the Eastern Cape Province, the second poorest province of South Africa.

METHODOLOGY

Research design

The research approach was qualitative in nature. Qualitative researchers study things in their natural settings in an attempt to make sense of phenomena in terms of the meaning people brings to them (Mertens, 1998:160). Qualitative research is concerned with understanding the phenomena from the participants’ perspective (Schumacher & McMillan 1993: 372). This approach was deemed suitable for this research, as it afforded educators the opportunity of defining personal perceptions and thoughts with regard to their own level of preparedness to operate effectively within an inclusive classroom.         

Literature review

A literature review was conducted in order to support the research with a sound theoretical foundation. The literature study aimed to add to the understanding of the research question and to place the study in perspective (Schumacher & McMillan, 1998: 112). It also attempted to provide a comprehensive understanding of what is already known about the topic (Mertens, 1998: 35). The literature study was instrumental in guiding the designing of the questionnaire.  

Sampling                                                                                              

The population for this study included senior phase educators at six secondary schools, which fall within the Nelson Mandela Metropole.

Purposeful sampling was implemented in order to obtain information-rich participants (Schumacher & McMillan 1993:387).  All participants were senior phase educators who had attended OBE workshops and who were involved in the implementation of Curriculum 2005 while teaching at previously disadvantages schools.

The selected schools could be seen as typical secondary schools, which serve learners from lower socio-economic group. All these schools had only the most basic of facilities. Relevant to this study is the absence of additional resources and assistive devises necessary for educating LSEN.

Care was taken to adhere to all ethical measures during and after the execution of this research. In order to ensure the privacy of all participants they were informed of prevalent ethical considerations. Participation was voluntarily. Material from questionnaires and unstructured interviews was kept anonymous in order to ensure confidentiality.

Measures to ensure trustworthiness

Guba’s model for qualitative research (De Vos, 2002: 351) was applied in order to assure the trustworthiness of the findings. Attention was given to the principles: credibility, transferability, d ependability and conformability.

 Procedures

Written permission to conduct this research was obtained from the District Manager of the Port Elizabeth Education District. Written permission was also sought from the principals of the various schools visited. The principals agreed that staff members who are willing could take part in the research. Questionnaires were distributed among staff members. Fifty questionnaires were distributed of which forty seven were returned. Once the questionnaires were analysed individual interviews were conducted with some of the educators who have competed the questionnaires. These interviews took place at a time and place that suit the participants. The participants were reassured of anonymity.

Data collection                                                                                              

Data for this research was collected by means of:                                         

Questionnaires    

A questionnaire is the most widely used technique for obtaining information, as it is relatively economical. It has standardised questions, ensure anonymity and questionnaires can be tailor made to fit the research objectives (Schumacher & McMillan, 1993:239).                    

The questionnaire contained open-ended as well as closed questions. Closed questions aimed to establish biographical data from the participants. The open-ended questions provided mainly qualitative data in relation to the research question.

Table 1 indicate the biographical data of participants according to gender and educational qualifications. The diploma refers to a three or four year education diploma obtained from a college or university. The degree refers to an education-based degree obtained from a university.

Table1:   Biographical data of participants

EDUCATIONAL QUALIFICATIONS

Unstructured interviews

Follow-up individual interviews were held with twenty of the participants to gain a better understanding and/or clarify issues identified after analysing the questionnaires. This was critical in the light that many of the participants did not know the meaning (or were vague) of the concepts related to inclusive education.

The participants had to respond to the following statement:    “The premise upon which OBE rest is that each learner learns at his own pace and that performance is measured only against past performances. This makes it ideal for the inclusion of LSEN in the classroom. Do you see yourself as prepared in terms of knowledge and skills to be effective within an inclusive classroom. Please motivate your answer”.

The interview responses were tape recorded and transcribed verbatim in order to increase the credibility of the research.                                

Data analysis

Questionnaire responses were read and re-read in order to gain a holistic understanding of the data.   It gave an indication of areas or issues that need further clarification during individual follow-up interviews.

The data analysis process employed coding procedures of open, axial and selective coding.                                                                                   

The process was started with open coding. Data gathered through both the questionnaires and follow up interviews was broken down in small parts, closely examined, compared for similarities and differences (Mertens, 1998: 352).   The researcher wrote down the major ideas in order to establish provisionally identified categories. These provisional categories derived from the research question were tentative and served as a flexible working tool. The researcher again read all the transcripts and underlined units of meaning related to the major categories. The researcher simultaneously identified the major categories and subcategories. New categories were developed where a unit of meaning could not be fitted within the provisional categories.

Axial coding refers to the part of the process where the researcher put the parts of the

data identified and separated into open coding together to make connections between

categories (Mertens, 1998: 352).

The researcher then applied the process of selective coding. Selective coding involves the process of selecting one, main category and relating the other categories to it (Mertens, 1998:352).   For the purpose of this research the main category was the perception of senior phase educators in lower socio-economic schools with regard to their readiness for the implementation of inclusive education. The major purpose was to search for patterns of the grouped categories. Pattern seeking means that the researcher must examine the data in as many ways as possible to search for relationship and meaning among categories (McMillan   & Schumacher 1993:495).

A literature control was done to recontextualise the findings (Poggenpoel, 1998:342).

This research, being qualitative in nature, does not aim to generalise its findings, but is exploratory .

The results obtained from the questionnaires and interviews were used as the basis for generating guidelines in the form of recommendations for all relevant stakeholders.

FINDINGS

This research was conducted between July and August 2004. At the time no formal training for inclusive education has taken place. In-service training consisting of a five-day workshop for the implementation of OBE was held in 1999 for senior phase educators.                      

It was assumed that when participants refer to OBE they are by implication also referring to inclusive education. Naicker (1999: 13) justify this assumption by pointing out that OBE will allow inclusive education to succeed since OBE is inclusive in nature. The concepts LSEN and barriers to learning and development are used as equivalents.

Five central themes emerged from the data. The themes, categories and subcategories are presented in Table 2.  

Table 2: Themes and categories           

D

During the presentation direct quotes from the questionnaires and interviews will be given to support the findings. The findings will also be recontextualised in terms of relevant literature .

CONCLUSIONS

The major conclusions of the study will now be presented, using the themes and categories as outlined in Table 2.

THEME 1: EDUCATORS’ KNOWLEDGE OF CONCEPTS RELATED TO INCLUSIVE EDUCATION

Participants had no or little knowledge with regard to the concepts related to inclusive education. It was clear that many of the participants find the different but related concepts confusing. They expressed uncertainty as to the meaning of nearly all the concepts. The concepts researched included mainstreaming, integration, outcomes-based education and inclusive education.

Mainstreaming. Participants had a very limited understanding of this concept.

Integration. The majority of the participants were not able to communicate the meaning of this concept.  

Outcomes-based Education. All the participants are currently involved in the implementation of OBE. They were able to communicate the meaning of OBE clearly.

Inclusive education : Educators’ knowledge with regard to concepts related to inclusive education was questionable. They clearly understand it only as the placement of learners in mainstream classes. They perceive it mainly as the inclusion of learners from different race, religious and cultural groups.  

With regard to all the concepts examined it was only educators that completed education courses during the last five years that had knowledge of these concepts.   All   participants were unable to indicate a connection between OBE and inclusive education.

THEME 2: EDUCATORS’ KNOWLEDGE OF FACTORS NECESSITATING THE INTRODUCTION OF INCLUSIVE EDUCATION

Participants’ knowledge of the factors that led to the introduction of inclusive education in South Africa was limited. The majority of educators believe that it was a political strategy and that little consideration was given as to the practical implications for RSA. Some of the participants mentioned the following reasons:

An attempt to reverse the effects of apartheid legislation in RSA. Most of the participants expressed the opinion that inclusive education was introduced to bring about political and social changes. The participants understood and accepted that there was a need for educational transformation to address the inequities of the past. They perceive it is a very ambitious attempt to rid the country of our apartheid past.

To equip learners with skills relevant in a democratic society. A number of participants perceive it as part of the governments’ initiative to prepare South African children for life in a more democratic society.

As a measure to bring South African education in line with international education trends. Some of the participants indicated that the introduction of inclusive education was an attempt to bring RSA in line with international education trends. They felt that South Africa was blindly implementing a philosophy that was not appropriate to the South African context. They believe that it is an approach more suitable to first world countries.

The need for a labour force with new skills : A small minority of participants indicated that the decision to introduce OBE was an attempt to provide learners with skills for the labour market.

Cost-effectiveness: The educators argued that it was the governments attempt to save money. They clearly did not have an understanding of the costing issues involved in an inclusive education system.

THEME 3: EDUCATORS’ ATTITUDES TO INCLUSIVE EDUCATION

Educators expressed diverse attitudes with regard to the inclusive education. The overwhelming majority expressed negative attitudes. The minority of participants expressed either positive or ambivalent attitudes towards inclusive education.

Negative attitudes towards inclusion

Those participants who expressed negative attitudes towards the inclusive education indicated the following as obstacles in the successful implementation of inclusive education in their schools.

• High learner-educator ratio

            It was clear that all the participants are overwhelmed by large number of learners in one class. The number of learner in a class is incongruous with the successful implementation of inclusive education. The educators believe that over-crowded classes make it virtually impossible for educators to provide individual educational support for LSEN.

            Some participants expressed concern that the inclusion of LSEN in large will have a negative effect on other learners in the class. They argue that too much time and energy will be devoted to LSEN and that other learners will be neglected in the process.

            Some indicated that LSEN need to be accommodated in special schools as they will benefit there more than in the mainstream classes.

• Time constraints

            Participants indicate that they are not provided with sufficient time to deal with LSEN. The majority indicated that assessment and other administrative functions keep them too busy to provide the necessary individual attention to learners.

• Lack of parental involvement

            A major obstacle is the lack of parental involvement in the learners’ progress or lack of progress. Participants indicate that parents usually lack the capacity to assist the learners. They perceive poverty and the parents own limited education as the main contributing factors.

• Lack of experience

            Only a few of the participants indicated that they have experience in dealing with LSEN. These educators are all working with learners from the lower socio-economic group. These learners have to cope with the effects of socio-economic related barriers to learning and development on a daily basis. The fact that the participants do not see these learners as LSEN indicate their lack of information of what barriers to learning and/or inclusive education entails.

            Participants clearly do not grasp the fact that all learners are special and all learners may from time to time need some extra educational support. They clearly only perceive the physically and learning-disabled learner as possible recipients of extra educational support. They also do not grasp the fact that socio-economic factors can be just as great a threat to learning and development as physical and neurological impairments.

●           Lack of resources to implement OBE/inclusive education

All the schools, which formed part of this research, lacked the necessary material and human resources to implement inclusive education. The majority of learners are socio-economically disadvantaged and parents are only able to pay a minimal amount as school fees. Educators indicate that they have to be creative and provide resources.

Participants indicated that they do not have access to assistive devises. They also expressed concern that they will not know how to use it.

Positive and /or ambivalent attitudes

A few of the participants expressed positive and/or ambivalent attitudes towards the inclusion of LSEN in their classrooms. They show appreciation for the fact that both LSEN and “normal” learners can benefit from interacting with one another. These participants nevertheless stated that they do not believe inclusive education can be successfully implemented under current conditions.

A number of participants expressed mixed feelings with regard to the inclusion of LSEN in their classes. They indicate that they support the human rights principles involved in the inclusive philosophy but are concerned about the many obstacles that LSEN will have to face. It is clear that these participants will be more positive towards inclusive education if some of the obstacles leading to negative attitudes could be addressed.

THEME 4: EDUCATORS’ LACK OF KNOWLEDGE AND SKILLS NECESSARY TO IMPLEMENT INCLUSIVE EDUCATION             

The educators clearly had a good understanding of the more technical aspects of OBE. They indicated no knowledge of inclusive education. They were thus not able to identify the skills and knowledge that would be necessary in an inclusive classroom.

Training inefficient and inappropriate

All the participants expressed the opinion that they do not perceive themselves as prepared in terms of the necessary knowledge and skills to cope effectively within an inclusive classroom. They indicated that both their pre-service and in-service training was not efficient or appropriate to ready them for dealing with an inclusive classroom.

Paradigm shift not addressed

Facilitators did not attempt to address the need for a paradigm shift. This can be ascribed to the lack of their own insight with regard to the complexity of the paradigm shifts required.

THEME 5:   LACK OF SUPPORT STRUCTURES

Educators expressed their frustration caused by the lack or in many cases the non-existence of adequate support structures at school and district level. It is clear that the lack of support structures contribute to negative attitudes towards inclusive education. Educators expressed a need for adequate support in the classroom.

RECOMMENDATIONS

The following recommendations are based on the findings:

• The development and implementation of appropriate pre-service and in-service training program with the focus on the principles inherent to OBE/inclusive education is needed. Educators need to understand the link between OBE and the practice of inclusive education. There is a dire need to move away from the workshop principal of retraining. Workshops should only be used as a platform for the dissemination of information.         

• Less focus needs to be put on training content and terminology of specific learning areas. The focus should rather be on achieving a paradigm shift from traditional content-based education towards OBE/inclusive education. Educators need to grasp the theories and assumptions of both the old and the new paradigms in order to avoid repeating the old assumptions within the new.

• A system to evaluate /monitor progress in terms of inclusive education made in schools should be implemented. Through these mechanisms valuable feedback and guidance can be given to educators.  

• A priority should be the establishment of strong and effective support systems. Proper support should be seen as the foundation upon which successful inclusive education must be build. Without effective support for the classroom educator inclusive education will become synonymous to dumping LSEN in mainstream classrooms.                                             
• The current system whereby learners are referred to specialist for testing and diagnosis should be re-evaluated. This direct intervention system serve little purpose as learners are only (diagnosed) labeled and sent back into the mainstream classroom without any further follow ups or recommendations on how to address the barriers to learning and development they are facing. This serve to further reinforces the deficit view of the learner in the minds of both parents and educators.

• A move towards an indirect model of intervention should be promoted in schools. Each mainstream educator needs to be equipped with basic remedial, guidance and counseling skills. Educators should be able to do basic screening and identification of LSEN. This should also enable them to give guidance and counseling on social and economic related barriers to learning and development to parents and learners. This will lessen the need for outside referrals. They should also have knowledge of what support systems are available and how to access these support systems. This will greatly enhance the educators’ feelings of self–efficacy in dealing with learners with diverse needs.

• The Education Department should as a matter of urgency address the lack of basic resources in schools serving learners from the lower socio-economic group.

• The Education Department must with the help of School Governing Bodies initiate advocacy programs to inform the educators and parents of their role, rights and responsibilities within an inclusive education system.

FINAL REMARK

The central focus of this study was to establish whether senior phase educators in lower socio-economic schools perceive themselves as equipped for the challenges that will be presented by the implementation of inclusive education in South African schools. The study focused on whether they have the skills, knowledge, attitudes and access to support structures to ensure successful inclusion of LSEN in mainstream classes. The research indicates that senior phase educators in lower socio-economic schools do not perceive themselves as adequately prepared for the inclusion of LSEN in their classes. Recommendations made concerning training and the establishment of educator support structures will enhance the successful implementation of inclusive education in South African schools.

BIBLIOGRAPHY

Department of National Education. 1997. Quality education for all. Overcoming barriers to learning and development. Final NCSNET and NCESS report. Pretoria: Government Printer.

Department of National Education. 2000. Education White Paper 5 on Special Needs Education: Building an inclusive education and training system. Pretoria: Government Printer.

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