Abstract:

The paper explores the pockets of good practice found in the challenges teachers encounter in implementing inclusion of learners with special education needs (SEN). The study adopted a qualitative research approach and employed a case study design. Eight teachers, ten principals, one provincial and four district officials were purposively sampled from ten schools. Data were collected using semi-structured interviews and were analysed thematically. The findings established that teachers encountered a plethora of challenges relating to resources, training, workload, multi-grades, and parents’ nonchalant attitudes. It also revealed that the teachers proffered coping strategies such as creating special classes for learners with SEN after school hours to assist them, playing the role of a social worker and manager to support learners with SEN and assisting learners with SEN to take advantage of the multi-grade classes as learners gain from the lessons of other grades as the teacher teaches. It can be concluded that there are pockets of good practice of inclusion policy in some of the selected schools even in the midst of difficult working conditions especially in the rural context of this study. The paper recommends strong collaborations among the stakeholders and adequate training for teachers by the Department of Education for the implementation of inclusion policy for learners with SEN.

Keywords:

Challenge, good practice, qualitative research, special education needs, teacher.