The educators readiness for the implementations of inclusive education in rural schools.

Abstract

The study investigated Black educators' readiness for the management of inclusive education in rural and township primary schools. It is a questionnaire-based field study employing basic descriptive statistics as well as qualitative analyses. It set out two aims: (1) to determined Black primary school educators' level of knowledge about inclusive education; and (2) to determine the attitude of Black primary school educators towards inclusive education. The sample for the study comprised 100 randomly selected Black primary school educators drawn from two randomly selected educational regions of KwaZulu-Natal. The study was guided by two hypotheses relating to Black educators: (1) Educators in rural and township primary schools are unable to meet the intellectual and socio-emotional needs of disabled learners; and (2) Educators in rural and township primary schools have a negative attitude towards inclusive education. The first hypothesis was confirmed, supported mainly by the finding that 97% of the sample indicated that they needed to know more about inclusive education before deciding to teach in it, and the finding that 65% would like to teach in inclusive education, but felt incompetent. The second hypothesis was rejected. The attitude of the educators was largely positive, supported by the following findings: 75% of the sample preferred to be engaged in inclusive education; 81% were confident that inclusive education would benefit learners with mild-to-moderate disabilities; only 2% was not interested in, and did not wish to know more about inclusive education; only 16% was not prepared to give extra attention that disabled children required; and 81% percent were confident that inclusive education would benefit learners with mild-to-moderate disabilities. Some recommendations are made in the light of the findings.