The practicality of inclusive education in Eswatini primary schools
This study assessed the practical implementation of inclusive education in Eswatini primary schools and the relevant measures necessary to effectively implement inclusive education. The study was anchored on Cultural-Historical Activity Theory (CHAT) and employed participatory action research design...
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| Format: | Article |
| Language: | English |
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Institute of Industry and Academic Research Incorporated
2024-12-01
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| Series: | International Journal of Educational Management and Development Studies |
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| Online Access: | https://iiari.org/journal_article/the-practicality-of-inclusive-education-in-eswatini-primary-schools/ |
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| author | Phumuzani Mpofu Nhlanhla Mkhatshwa |
| author_facet | Phumuzani Mpofu Nhlanhla Mkhatshwa |
| author_sort | Phumuzani Mpofu |
| collection | DOAJ |
| description | This study assessed the practical implementation of inclusive education in Eswatini primary schools and the relevant measures necessary to effectively implement inclusive education. The study was anchored on Cultural-Historical Activity Theory (CHAT) and employed participatory action research design, a qualitative methodology, and the transformative research paradigm. Purposive sampling was used in selecting the twenty-five participants. Thematic approach was used in presentation of the findings. Content analysis method was used in analysing the data. The findings of the study revealed that Eswatini primary schools are not ready to implement inclusive education. Participants lamented restrictive environment, lack of assistive technology, absence of resource centers, less qualified teachers to handle special needs children, negative attitude from teachers, parents and children, few inspectors and special needs children placed in schools without assessment reports. The study recommends setting up model inclusive schools in each cluster and placing special needs children in these schools while the government upgrades remaining schools to be inclusive. Ministries should also collaborate to make inclusivity practical in schools. Government should establish assessment structures for early identification of disability, improve teacher training, strengthen leadership, and increase inspectors. |
| format | Article |
| id | doaj-art-fe70e2284295464f892b44712a348c8f |
| institution | Kabale University |
| issn | 2719-0633 2719-0641 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Institute of Industry and Academic Research Incorporated |
| record_format | Article |
| series | International Journal of Educational Management and Development Studies |
| spelling | doaj-art-fe70e2284295464f892b44712a348c8f2025-01-28T16:48:10ZengInstitute of Industry and Academic Research IncorporatedInternational Journal of Educational Management and Development Studies2719-06332719-06412024-12-015415817710.53378/ijemds.353123The practicality of inclusive education in Eswatini primary schoolsPhumuzani Mpofu0Nhlanhla Mkhatshwa1Department of Psychology Faculty of Humanities, University of Witwatersrand, South AfricaDepartment of Psychology Faculty of Humanities, Eswatini College of Theology, EswatiniThis study assessed the practical implementation of inclusive education in Eswatini primary schools and the relevant measures necessary to effectively implement inclusive education. The study was anchored on Cultural-Historical Activity Theory (CHAT) and employed participatory action research design, a qualitative methodology, and the transformative research paradigm. Purposive sampling was used in selecting the twenty-five participants. Thematic approach was used in presentation of the findings. Content analysis method was used in analysing the data. The findings of the study revealed that Eswatini primary schools are not ready to implement inclusive education. Participants lamented restrictive environment, lack of assistive technology, absence of resource centers, less qualified teachers to handle special needs children, negative attitude from teachers, parents and children, few inspectors and special needs children placed in schools without assessment reports. The study recommends setting up model inclusive schools in each cluster and placing special needs children in these schools while the government upgrades remaining schools to be inclusive. Ministries should also collaborate to make inclusivity practical in schools. Government should establish assessment structures for early identification of disability, improve teacher training, strengthen leadership, and increase inspectors.https://iiari.org/journal_article/the-practicality-of-inclusive-education-in-eswatini-primary-schools/inclusive educationdisabilitypracticalityassistive technologytransformative |
| spellingShingle | Phumuzani Mpofu Nhlanhla Mkhatshwa The practicality of inclusive education in Eswatini primary schools International Journal of Educational Management and Development Studies inclusive education disability practicality assistive technology transformative |
| title | The practicality of inclusive education in Eswatini primary schools |
| title_full | The practicality of inclusive education in Eswatini primary schools |
| title_fullStr | The practicality of inclusive education in Eswatini primary schools |
| title_full_unstemmed | The practicality of inclusive education in Eswatini primary schools |
| title_short | The practicality of inclusive education in Eswatini primary schools |
| title_sort | practicality of inclusive education in eswatini primary schools |
| topic | inclusive education disability practicality assistive technology transformative |
| url | https://iiari.org/journal_article/the-practicality-of-inclusive-education-in-eswatini-primary-schools/ |
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