Perceptions of some primary school educators towards the inclusion of learners with disabilities in their mainstream classrooms in Manyatseng

Abstract

This study investigates how primary school educators in Manyatseng construct their meaning of their perceptions towards the inclusion of learners with disabilities in their mainstream classrooms.

To arrive at the findings, the researcher used qualitative study to conduct the research. Literature was also reviewed to find out what the previous findings in other countries are with regard to the above mentioned research question. The Free Attitude Interview was also employed to obtain information concerning ideas, opinions, feelings and experiences of the four selected respondents.

Grounded on the above findings and conclusions, the study recommends that efforts should not be spared to enable educators to adapt positive meaning making strategies. These strategies may be accompanied by enhanced positive feelings about their capability which may in turn also impact positively on their perception. The research further argues that this goal may be achieved through in service training, support services and empowerment, therefore further research needs to be conducted that will elaborate clearly, what the implications of perceptions in education are in teaching and learning, what are the most effective means of transferring strategies of meaning construction to educators with negative perception, how to strengthen and further sustain the positive meaning making strategies among educators who perception, how to strengthen and further sustain the positive meaning making strategies among educators perceive inclusion positively. Recommendations relating to educator empowerment through training and support are made as well as suggestions for further relevant research based on the concept generated in this research.