Teachers' understanding of inclusion in urban primary schools in Pinetown District.
| dc.contributor.advisor | Ndlovu, Blanche Ntombizodwa. | |
| dc.contributor.author | Ngidi, Princess Thembile. | |
| dc.date.accessioned | 2021-10-29T12:50:23Z | |
| dc.date.available | 2021-10-29T12:50:23Z | |
| dc.date.created | 2020 | |
| dc.date.issued | 2020 | |
| dc.description | Masters Degree. University of KwaZulu-Natal, Durban. | en_US |
| dc.description.abstract | The study sought to interrogate the teachers' understanding of inclusion in urban primary schools in Pinetown district. The study sought to answer the critical questions: What are the teachers' understanding of inclusion in urban primary schools? What are primary school teachers' experiences of inclusion in urban primary schools? Why do primary school teachers understand inclusion the way they do? The methodology used in the study is a qualitative approach within a critical paradigm. Virtual semi-structured interviews and focus groups were used, are the methods used to generate data and ensure a better understanding of the case in a Primary School in question. The themes within the data were analysed through the thematic content analysis. Implicit and explicit ideas within the data were revealed. Participatory Action Research (PAR) as a methodology of generating data in social sciences. The literature reviewed in this study revealed that most studies analysed the state of inclusion in schools focusing on learners with disabilities. This study drew from the curriculum representations theory by Van den Akker. Data was generated using participatory action research in urban primary schools in the Pinetown district. The findings were classified into three developing themes of othering, academic ableism and poverty, which were established by some minor themes. The findings from this study established that the teachers' understanding of inclusion excluded international learners while focusing on learners with disabilities. Inclusion of international learners was facilitated using language as an instrument of inclusion, learner-tolearner interaction and creation of a non-discriminatory learning environment using the teaching and learning policy Curriculum Assessment Policy Statement (CAPS). The research recommends that staff development of teachers is key in understanding the inclusion of international learners. | en_US |
| dc.identifier.uri | https://researchspace.ukzn.ac.za/handle/10413/19866 | |
| dc.language.iso | en | en_US |
| dc.subject.other | Urban primary schools. | en_US |
| dc.subject.other | Teachers’ experiences. | en_US |
| dc.subject.other | Curriculum Assessment Policy Statement (CAPS). | en_US |
| dc.subject.other | International learners. | en_US |
| dc.subject.other | Learners with disabilities. | en_US |
| dc.subject.other | Inclusive education. | en_US |
| dc.title | Teachers' understanding of inclusion in urban primary schools in Pinetown District. | en_US |
| dc.type | Thesis | en_US |