Capacitation of educators to handle skills-related challenges of an inclusive education learning environment in Thabo Mofutsanyana district.

Abstract

Teaching learners with learning disabilities may be one of the most challenging occupations worldwide due to the multitude of responsibilities involved. The role encompasses unique Knowledge, Skills and Attitudes (KSA) that require both personal and professional dedication. South Africa’s mainstream schools present a pressing need to explore the capacitation of educators to handle skills-related challenges in an inclusive education learning environment. The present study investigated this phenomenon with the hope that its findings would illuminate a deeper understanding of how educators can be capacitated to function in an inclusive environment effectively. The theoretical framework that underpinned this study was Lev Vygotsky’s (1978) Sociocultural Theory of Cognitive Development (SCT). This case study was conducted in three mainstream schools in the Thabo Mofutsanyana District of Free State Province. Participants were recruited through the use of a purposive sampling technique. The study sample consisted of three principals, three educator, three SGB members and three district officials. Data were collected from interviews and document analysis. Analysis was conducted through the use of interpretative analysis. The findings of the study revealed a gap in the implementation of inclusive education - particularly at the mainstream school level - due to the lack of KSA to function effectively in an inclusive education learning environment. The study recommended, amongst others, providing educators with workshops, training, co-teaching, access to resources and the establishment of Professional Learning Communities (PLCs) for educators to handle skills-related challenges in an inclusive education learning environment.