A collaborative self-study exploring the implementation of inclusive education in a school in the Umlazi District.

Abstract

The literature highlights the significance of inclusive education in addressing the diverse needs of learners, as well as the importance of teachers possessing the necessary understanding and skills to implement it effectively. As a result, this study explored my inclusive practice using a collaborative self-study research design in a South African high school in the Umlazi District. The study aimed to understand how my personal history contributed to my interest in inclusive education. The study also explored how my two experienced colleagues (critical friends) and I experience inclusive education and, why we need to implement inclusive education using an intersectional lens. I employed a qualitative self-study methodological approach and used memory work, reflective journals, mind-maps and discussions to generate data and address my aim. The findings revealed that a) my past personal experiences developed and elevated my interest in inclusive education, b) learners with intersecting identities face multiple forms of exclusions, leading to feelings of invisibility and isolation, c) we (my critical friends and I) lacked sufficient understanding and capacities to address the intersections, diversity and inclusive education. This unpreparedness ultimately resulted in inadequate support and accommodation towards learners and awareness of the complexities of inclusive education. It also encouraged me to recognise and value the diversity of learners' experiences and identities. In light of these findings, I recommended the need to promote diversity, create inclusive environments and cultivate inclusive education by accommodating learners’ multiple identities.