This study focused on the attitudes of educators in a special needs school towards the implementation of inclusive education since educators attitudes' are essential in the success of the implementation of inclusive education. The purpose of this study was to investigate the attitudes of educators in one specific school towards the implementation of inclusive education and to further explore selected factors that have influenced these attitudes. Education in South Africa is in the process of major transformation, and the successful implementation of this policy may be threatened if educators in special needs schools have a negative attitude towards the policy, as the role of the special needs educator will change to a more collaborative one to support and empower colleagues. In South Africa learners with disabilities are placed in special schools depending on their level of disability. This study indicated that approximately 97% of educators, in this study, indicated that all educators are not qualified to educate learners with special needs. A combination of the medical, social and psychological models were used to underpin the research. Inclusive education is moving away from the medical model to a human right - social model. A survey research was used that consisted of a questionnaire that was specifically designed for this study. The data was analysed, qualitatively and quantitatively. The result of this study indicated that educators in this school have predominantly negative attitudes towards the implementation of inclusive education, although a lot of positive feelings did emerge. This study recommends that inclusive education be implemented in consultation with educators who are directly involved in the process. The findings of this study may be used with some caution, since the research is only covering the attitudes of educators of one special needs school and therefore a general relation of attitudes cannot be made.

Thesis (M.Ed.) - University of Durban-Westville, 2004.