Abstract:

This qualitative study was designed to explore how a selected group of Grade R (Reception year) teachers view the implementation inclusive education rural schools of Limpopo, a province of South Africa. The aim was to come up with unique and innovative strategies for developing such teachers for inclusive early childhood development (ECD) teaching. A phenomenological research design was employed in order to obtain the views of teachers. Data were sourced from 50 female Grade R teachers, 10 in each of the five districts, through semi-structured interviews. The study found that, inadequate resources, inadequate training in inclusive education for Grade R teachers, and overcrowded classrooms were viewed as factors causing the decline in educational standards. The author of the article suggests unique and innovative ways of implementing inclusive education in rural schools. Future research might benefit from a large-scale study involving all Grade R school teachers in the Limpopo rural schools.

Keywords:

Early childhood teaching, inclusive education, rural area, barriers, Grade R.