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Research in Inclusive
Education
Research Proposal
NS Cele
10/30/21
INC4805
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Table of Contents
DECLARATION ......................................................................................................... 2
Title Page .................................................................................................................. 3
Introduction .............................................................................................................. 4
Key Concepts ........................................................................................................... 6
THE STATEMENT OF THE PROBLEM .................................................................... 7
The rationale of the study ........................................................................................ 8
PURPOSE OF THE STUDY ...................................................................................... 9
RESEARCH QUESTIONS ....................................................................................... 10
Literature Review ................................................................................................... 11
Research Approach ............................................................................................... 14
Sampling ................................................................................................................. 15
Instrumentation and data collection techniques ................................................. 16
Research ethics ...................................................................................................... 18
Conclusion .............................................................................................................. 19
Reference List ........................................................................................................ 20
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DECLARATION
I, Nomthandazo Sizakele Cele
Student number: 54858097
Module code: INC4805
Hereby declare the following:
I understand Unisa's policy on plagiarism. This assignment is original work that I
produced by myself. I have duly acknowledged all sources (both electronic and print)
that I have consulted by means of the proper referencing technique as stipulated for
this module. I have not copied the work of others and handed it in as my own. I have
also not made my work available to any other students to submit as their own.
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Title Page
Name : Nomthandazo Sizakele Cele
Student number : 54858097
Module code : INC4805
Module name : Research in Inclusive Education
Unique Number : 756130
Lecturer’ Name : Professor N Phasha
Date : 23 October 2021
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Lack of Supportive Resources for Inclusive Education in South
African Schools
Introduction
Inclusion is defined as a process of identifying and reacting to all learners' diverse
needs through boosting involvement in learning, cultures, and communities, as well as
eliminating exclusion from and within education. It entails adjustments and alterations
to content, methods, structures, and tactics, with a shared vision that encompasses
all children of the proper age range and the belief that the regular system must educate
all children.
South Africa's development of an inclusive education system is part of the country's
considerable educational reforms following the democratic election of 1994. The
Salamanca Conference, held in Spain in 1994, influenced the drive toward an inclusive
education system (UNESCO, 1994). The reforms required that fundamental rights to
basic education for all learners should be equal, and consequently addressed the
imbalances of the past by focusing on the issues of access, equity, and redress
(Engelbrecht, Green & Naicker, 1999; Department of Education, 2001).
Inclusion entails offering appropriate solutions to a wide range of learning demands in
both formal and informal educational settings. Rather than being a side issue about
how certain students can be incorporated into mainstream education, inclusive
education is a strategy for transforming educational systems and other learning
settings to accommodate the variety of students. Its goal is to help educators and
students feel at ease with variety and perceive it as a challenge and enrichment to the
learning environment rather than a hindrance. According to UNESCO, Inclusive
schooling is a technique of addressing and responding to the various desires of all
children with the aid of using growing participation in mastering and lowering exclusion
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inside and from schooling. In other words, inclusive education aims to improve learning
settings while simultaneously allowing all students to succeed in their studies.
For many people, the words learning support resources material invoke images of
large, print, classroom textbooks with small type, outdated information, and content
that covers the breadth but not the depth of a subject. However, learning resources
are more than that. They are a tool that helps teachers teach and students learn.
(Mishra, G. 2019)
A variety of resources such as teaching materials, special equipment, additional
personnel, new teaching approaches, curriculum, or other learners may assist in the
learning process. Support encompasses all these resources, especially those that go
beyond what the teacher can give. Teachers, parents, communities, school districts,
curriculum developers, training institutions, and education entrepreneurs are just a few
of the stakeholders that may help foster inclusion. Some stakeholders are more than
a simple useful resource; they are essential to the success of the inclusion process in
all areas.
This entails a desire to embrace and encourage diversity, as well as a willingness to
participate actively in the lives of students both within and outside the classroom. The
affiliation between educators, parents, alternative students, and society determines
the most effective learning to set for inclusion. Ideally, effective inclusion involves
implementation each in class and in society. This study sought to examine the lack of
supportive resources in schools that pose an impediment to all learners and how it
affects the implementation of inclusive education for children with learning disabilities
in South Africa.
If schools themselves are dedicated to becoming more inclusive, more inclusive
educational systems may be implemented. The creation of enabling processes, as
national policies on inclusion, local support networks, and suitable forms of curriculum
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and evaluation are critical in establishing the proper environment for inclusion
development. All students gain from inclusion because it creates richer learning
settings in which variety is seen as a positive factor that must be acknowledged and
appreciated.
Key Concepts
Inclusive Education - Inclusive Education - "Inclusive education implies that all
students in a school irrespective of their strengths, weaknesses, or disabilities in any
area become a part of the college community. They’re included within the feeling of
belonging among other students, teachers, and support staff" (Carreiro King, 2003:2).
Leyden and Miller (in Visser, 2002:10) define inclusive education as the equal and
optimal education of all learners within one establishment. All learners are recognized
as having diverse needs but are valued for his or her shared humanity. It's also a
system where all learners will be educated together and where personal diversity is
seen to be enriching.
Supportive Resources - According to Schneider et al. (2018) resources in inclusive
education can be divided into personnel resources (teaching and non-teaching staff),
teaching, and learning materials, and special resources. Material resources include
funding, classroom resources such as books, classrooms, educational gadgets,
computers, and availability of programs for all learners
The barrier to learning - According to Visser (2002:9) "… a barrier to learning is
something that prevents the learner from benefiting from education". It can be a barrier
within the learner, within the centre of learning (for example school), or the education
system and it can be a barrier in the broader social, economic, and political context’.
Furthermore, Burden (2000:29) and the Department of Education (2002:130) broaden
the issue by describing barriers to learning “… as those factors which lead to the
inability of the system to accommodate diversity, which leads to learning breakdown,
or which prevent learners from accessing educational provisions".
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Inclusion – Swart, Engelbrecht, Eloff and Pettipher (2002:176) define inclusion as “…
the shared value accommodating all learners in a very unified system of education,
empowering them to become caring, competent and contributing citizens in an
inclusive, changing, diverse society”
“Inclusion is the principle applied to accommodate/include all people at large, thus the
total spectrum of diverse abilities, within one system, in such a way that each one
involved will be assured of successful, equal and quality participation in real-life
experiences from birth to the grave. This suggests that everyone should perceive and
treat themselves and others as dignified individuals, in enhancing human potential
maximally and in succeeding to attain whatever outcome is envisaged and humanly
possible” (Burden, 2000:29).
Learners with Disabilities - The term learners with disabilities refers to a selected
group of learners with physical, sensory, intellectual, or multiple impairments (DoE,
2001b).
THE STATEMENT OF THE PROBLEM
The majority of educators employed by the South African Department of Education
were not equipped to operate in an inclusive setting. Before 2001, most of us thought
that students who did not fit in regular schools for any reason should be referred to
special schools where expert teachers and other professionals were better prepared
to handle their learning requirements. The introduction and adoption of Education
White Paper 6 as policy (DoE, 2001) demanded a paradigm shift in how all of us think
and work. This policy also brought about changes in how schools are organized and
resourced. As per Education White Paper 6, Inclusive Education acknowledges that
all learners can learn and need support to do so. This has implications for teacher
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attitudes and competencies in every classroom as well as the supportive resources
needed to equip all learners.
My research focuses on full-service schools that are intended to help all students and
those who are having difficulty learning by considering what they believe to be
obstacles and providing appropriate support resources. Teachers can assist these
students by undertaking extensive study, reading, and attending seminars, as well as
utilizing various resource materials to ensure that they provide this support
appropriately.
The issue that has arisen is that educators as classroom managers must recognize
and handle many barriers to learning in their classrooms with the various supportive
tools and appropriate content. Furthermore, educators, remedial therapists, school
psychologists, psychometricians, and others must collaborate to create ways for
successfully managing learners who confront learning challenges for the benefit of
these learners. They must be treated as normally as possible, with the right to have
their unique needs covered as much as feasible inside the standard establishment, to
measure reception, attend the nearest schools, and live as regularly as possible
(Donald, Lazarus & Lolwana, 2002:295). Another issue we confront is that the
mainstream school environment in South Africa does not currently have the required
structure to effectively serve learners with special education needs. LSEN schools
cater to the educational requirements of such students.
The rationale of the study
The motivation for doing this study originates from the difference that I noted as a
training educator in the way that learners are taught in an inclusive classroom in the
South African context. Many individual educators assume that all learners are at the
same developmental level in terms of subject comprehension, conceptual
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understanding, information processing, and behaviour involvement. These beliefs
have an impact on how teachers in traditional schools manage and educate in their
classrooms. They have a one-size-fits-all approach to classroom management, failing
to consider alternatives that may benefit other students and failing to account for
learner variations and potential learning hurdles. As a result, learners with limitations
feel alienated and undervalued because they have not grasped any of the information
given to them. The different support material was supposed to be adapted to meet the
needs of different learners. This should be done in a way that takes into consideration
the various learning disorders, obstacles, learning requirements, and impairments that
individual learners encounter. This inspired me to go a step further and conduct
research into how learners with learning difficulties may be taught to achieve their full
potential. It also motivated me to examine and explore individual educators' inclusive
education knowledge and viewpoints to properly manage learners with learning
disabilities in the classroom.
PURPOSE OF THE STUDY
MAIN AIMS
This study intends to reveal the challenges that learner with disabilities experience in
regular schools, along with the assistance they require becoming more like fully able
individuals. Furthermore, it aims to add to and enhance educators' knowledge base in
managing learners with disabilities. And lastly to see if teachers, as classroom
directors, receive enough and appropriate assistance from educational stakeholders
and experts to teach in inclusive schools without major hustles.
OBJECTIVES
The major objective of this study is to emphasize the essential role that supportive
resources play in the lives of challenged children in assisting them in developing as
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all-ability learners without feeling excluded or discriminated against. as well as
providing direction on effective teaching and learning techniques for all learners, as
well as assisting in the construction of an education support plan that would allow all
learners, including those with disabilities, to participate in learning activities.
RESEARCH QUESTIONS
1. What are the predicaments that learners face when it comes to studying in a
regular classroom?
2. How are schools implementing the provision of support services to diverse
learners who are encountering learning barriers?
3. What intervention techniques do educators use to overcome learning
obstacles?
4. What skills do teachers need to manage students who are having difficulty
learning?
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Literature Review
The term "resources" refers to the physical and human resources available to
educators at their schools. Traditional special education techniques, as well as
additional material and human resources, must be grafted into regular schools in order
to teach inclusively (Chimhenga S (2016:527). Resources in inclusive education may
be separated into personal resources (teaching and non-teaching staff), teaching and
learning materials, and special resources, according to Schneider et al. (2018).
Funding, classroom materials such as books, classrooms, educational devices,
computers, and the availability of programs for all learners are examples of material
resources. According to Kapur R (2019), teaching-learning materials have been in the
educational system from ancient times.
The primary function that teaching-learning materials have played in classroom
settings is to make learning real, practical, and enjoyable for students. Some studies
have found that in primary schools, a lack of resources, such as a classroom and other
facilities, has an impact on inclusive education for children with disabilities (Chimhenga
S, 2016:527). As a result, overcrowding occurs in the classroom, making learning
difficult for all students. Marfo et al. (2020, 23) discovered that learners in overcrowded
classrooms perform considerably worse in mathematics and reading comprehension
than students in less crowded environments. Consequently, determining the ideal
number of pupils for a particular room space is critical. Charles S. K. (2020) asserts
that incorporating ICT into the instruction of overcrowded mathematics courses has a
favourable influence on students' mathematics proficiency. The conclusions of this
study, according to Chaudhary S (2016:34), are that class size should be lowered to
enhance inclusion and that educators are excited about engaging in inclusion.
“Positive relationships between students and their classmates, as well as students and
teachers, define a healthy classroom climate” (Paseka & Schwaba 2020:260)
According to Malale and Zwane (2018:391), the curriculum and teaching techniques
play a critical role in achieving successful teaching in inclusive classrooms. A strict
and inflexible curriculum, on the other hand, which does not account for individual
variations, might result in a learning breakdown. Lack of relevant topic matter; lack of
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adequate learning tools, resources, and assistive technologies; rigid teaching and
classroom management; and improper techniques of measuring learning are all
negative consequences on education. This claim is backed by Marfo et al (2020,30),
who claim that the curriculum and educational system as a whole have failed to adapt
to the various requirements of the learner community, resulting in a large number of
dropouts, pushouts, failures, and learners being mainstreamed by default. This
indicates that no provision is provided for a student who is having difficulty accessing
the general education curriculum in the normal classroom and, as a result, becomes
a failure and drops out of school. The rigidity of the curriculum prevents it from meeting
the diverse requirements of pupils. Teaching children with learning disabilities in an
inclusive classroom using mainstream techniques makes learning and teaching
challenging for both the educator and the learner. Consequently, the curriculum should
be modified to accommodate the disabled so that they can study.
According to a study done by Charles, S. K (2020), material resources have a
substantial impact on students' success because they increase access and
educational results. When they are insufficient, education suffers, as seen by high
dropout rates, low teacher motivation, low academic success, and un-educational
aims. Malale and Zwane (2018:391), indicates that a significant shortage of
instructional resources implies that even when inclusive education is in place, children
with SENs' mobility is limited and they feel inferior to their 'normal' classmates.
According to the findings of Marfo et al. (2020, 30), the majority of educators strongly
agreed that finances are not available to buy teaching and learning resources to help
students with SEN. It is apparent from the research that utilizing poor teaching and
learning approaches, as well as supporting resources, has a negative influence on the
process of implementing inclusive education. Inclusive education must be promoted,
and resources that were previously allocated to segregated systems should be shifted
directly to supporting inclusive placements.
Educators, according to Malale and Zwane (2018:391), play an important role in
quality education, and hence the quality of an education system cannot exceed the
quality of its teachers. According to research, when educators see themselves as
capable and prepared to educate children with disabilities, they become more eager
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participants in inclusion. Morelle M (2016:17) contends that educators in mainstream
schools are not properly trained and equipped to fulfil the requirements and teach
learners with visual impairment, as required by White Paper 6 recommendations.
Teachers struggle to successfully teach impaired students due to a lack of a
professional development framework. Regular training seldom prepares educators for
working in diverse classrooms, and it especially does not equip them with the
confidence, knowledge, and skills to successfully serve students with disabilities. This
is a major reason why so many disabled children do not attend school or are excluded
from the learning process inside schools (Zwane and Malale 2018:391). Most trained
inclusive education educators do not always want to work in rural regions due to a lack
of basic infrastructure, such as paved roads to schools, which renders most rural
schools inaccessible during the summer rainy season. These constraints drive rural
schools to choose untrained instructors who lack the required skills to provide effective
teaching to children with learning impairments, creating a challenge to the
implementation of inclusive education (Chimhenga S, 2016:528).
According to research performed by Chimhenga S (2016:528), time constraints
hampered the implementation of inclusive education for children with learning
impairments in Zimbabwe. Al-Abdallat B (2016:68) assert that, those educators also
cited a lack of proper instructional resources, adequate time, and a heavy teaching
load as major problems impeding the effectiveness of inclusion. Teachers in this
research reported that they could provide one-on-one help; however, the Curriculum
Assessment Policy Statement (CAPS) (DoE 2011) limits them in terms of time, as it
specifies how much time the educator should spend on each activity (Engelbrecht. N
et al 2016:6). According to Paseka and Schwaba's (2020:268) research, parents
believe that included children with behavioural issues is difficult if there aren't enough
staff members to limit the dropping of lessons and teaching time. The lack of time to
train and prepare together has severe consequences for the implementation of
inclusive education in the classroom. The conclusion is that learners' needs are
jeopardized, and they cannot be identified or met since teachers lack the time to create
support programs.
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Schools frequently get general financing to facilitate inclusion for children with (an
official diagnosis of having) special educational needs (SEN) ('throughput funding,'
UNESCO 2017) Paseka A, et al (2020:255). According to Chimhenga S (2016:527),
budgetary restrictions on the side of the Ministry of Primary and Secondary Education
and the school authorities themselves may hinder the execution of various initiatives
in schools. Coppens N et al (2018:1140) research findings assert that, while the
throughput model is suggested to be the best way to achieve inclusive education, a
risk of transitioning to a throughput model is that regions with a high number of special
needs students will receive insufficient funding to support these students, potentially
leading to higher student dropout rates in the short terms.
Research Approach
“The methodology defines how the researcher will go about studying any
phenomenon" (Silverman, 2000). For this study, a qualitative research approach will
be used since it allows the researcher to better understand individuals in terms of how
they define the world. It enables the researcher to have a better understanding of the
participants' individual experiences. The researcher uses a qualitative method to try to
understand how a lack of material resources in schools create a barrier for children
with special needs.
According to Merriam (2002), qualitative research is a multi-method approach to
research that tries to explore phenomena in their natural surroundings, attempting to
make sense of events by the meanings individuals assign to them. Qualitative
researchers gather information in the form of written or spoken words, as well as
observations, and evaluate it by finding and classifying themes. Qualitative
approaches enable researchers to investigate specific topics in more depth, with more
openness and detail, as they discover and strive to comprehend the categories of data
that emerge from the data (Lister, Middleton & Smith, 2005).
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A qualitative approach differs drastically from a quantitative approach. It offers different
outlooks, strategies, and data. Qualitative research can be described as inductivity -
that is to say, the theory is generated out of research findings rather than the other
way around. Using a qualitative technique, the researcher will be able to get a thorough
grasp of social reality and create a full picture of a variety of human pursuits,
relationships, events, and views.
Sampling
This study made use of purposeful sampling criterion, which, according to McMillan
(2012:105), is when the researcher chooses or selects cases because they will be
particularly informative about the topic being investigated. Delport, Fouch, Strydom,
and De Vos (2016) posit that the qualitative researcher's focal point is often drawn up
through purposive selection and is based on non-statistical methods. Purposive
sampling is a sampling technique where a researcher chooses subjects who have the
information that the researcher is interested in (Best & Khan, 2006). According to
McMillan and Schumacher (2011), purposeful sampling is choosing the participants
with the same characteristics. Participants need to have the information I am seeking
so that I can employ purposeful sampling techniques A total of 16 students from the
two schools will be chosen for this study. Two teachers from each school will be
watched/observed, with five and four educators from each school completing
questionnaires, and each school's principal being interviewed. Two teachers from
each school's lower grades (Grade 1-4) and three teachers from the upper years
(Grade 5-7) will answer open-ended questionnaires. Finally, one educator will be from
the lower classes and the other from the upper grades for the observations
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Instrumentation and data collection techniques
In qualitative research, the researcher wants to obtain direct information from the
source, either by observation or by interviewing the participants in their natural
surroundings (McMillan & Schumacher, 2011). To collect data for this study, both
primary and secondary sources will be employed. Journal articles, government
reports, academic books, handbooks, and encyclopaedias will be utilized as
secondary sources, while participants with whom I will personally contact will be
primary sources.
Interviews, qualitative questionnaires, and observations will be employed in this
research. Nine educators will complete questionnaires, with two principals being
interviewed and four teachers being observed. The survey, observation, and face-to-
face interviews are discussed in the next section.
Qualitative Questionnaires
Questionnaires are a set of questions written for a certain purpose (McMillan &
Schumacher, 2011). Young (2014) further defined Questionnaires are a type of data
collection method that involves handing out a list of printed sets of questions to
participants together with the necessary information. Open-ended questions will be
used in the questionnaires to allow participants to provide a narrative description of
their competencies, experiences, and understanding of how inadequate material
resources affect the teaching and learning process. Nine teachers to complete the
questionnaires.
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Observation
Observation is a way for the researcher to realize and appreciate what occurred
naturally in the research site (McMillan & Schumacher, 2010). The researcher wants
to get a thorough knowledge of the phenomena under investigation by observing them.
The researcher will perform a systematic observation in the classrooms where
teaching and learning take place to see how students were taught in the absence of
appropriate educational resources. Data obtained during observations will be recorded
on an observation sheet.
Interviews
Interviews are methods of gathering data through pre-planned oral questioning.
Interview questions can be in three forms, namely, structured, semi-structured, and
unstructured (McMillan & Schumacher, 2010). The goal of this research is to obtain
detailed information about inclusive schools. As a result, semi-structured interviews
will be used in the study. 16 Interviews provide in-depth information because
interaction will occur face-to-face. After all, the interviewer may ask the subject more
questions if the need arises; interviews have high construct validity. The interviewer's
face–to–face connection with the participant helps the interviewer to gain in-depth
information. Individual interviews with two principals from the selected schools will be
undertaken to understand more about how a lack of adequate educational resources
in schools affects teaching and learning in these inclusive schools. The interviews will
also be taped to verify that all material given is first-hand and to allow the researcher
to focus on the conversation rather than writing notes. Interviews also established a
rapport between the interviewer and the participants (Nyakowa, 2014).
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Research ethics
Ethics is that part of philosophy, which deals with the behaviour and conduct of people
and guides them in relationships with other people (Akaranga & Makau, 2016).
Akaranga and Ongong’a (2013) refer to ethics as the conduct or the way of life, that
differentiates between acceptable and unacceptable behaviour. Stephens (2013)
defined ethics as grounds for making decisions about what good conduct is. Research
ethics has well-outlined rules and guidelines that describe the behaviour of a
researcher (Akaranga & Makau, 2016). Research ethics, therefore, focus on what is
right and wrong and what is proper and improper from a moral point of view while
conducting research. The researcher is morally accountable for safeguarding the
rights and well-being of study participants. As a result, research ethics focuses on
what is morally wrong and right, as well as what is inappropriate and proper, while
doing research. This study will be governed by ethical standards from the start.
Throughout the investigation, the researcher must adhere to the following ethical
guidelines.
Informed consent
Subjects must have complete knowledge of the study's goals and how the results will
be utilized to give informed consent. Participants should be assured of confidentiality
and anonymity, and the researcher should explain how the data would be used.
Participants should be informed that their participation is optional and that they have
the option to quit at any time if they are uncomfortable. Informed consent is defined as
a method of participating in a conversation with potential participants. The participants
will be informed about the research and ensured that their involvement is optional
during this procedure. They will also be advised that they are allowed to withdraw from
the study if they do not feel comfortable doing so; I will promise them that their
departure will have no negative consequences. It will be informed that their
involvement will have no bad repercussions. Akaranga & Makau (2016) state that this
could only be achieved if the researcher guarantees confidentiality to the research
participants and respects anonymity.
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Voluntary participation
The concept behind informed consent is that if people are given enough knowledge to
make an educated decision, they will agree to engage freely and voluntarily. Nobody
should ever be forced to participate in a research study, according to Neuman (2003:
124 in De Vos et al., 2005), because involvement must always be voluntary.
Participants will be totally self-selected for this study, with the ability to withdraw at any
moment. This will be communicated to them.
Confidentiality and anonymity
The researcher has the responsibility to protect the individuals' confidences from
others in the research setting and from the general reading public (McMillan &
Schumacher, 2010). I will notify the participants that all information obtained will be
used solely for this study and that their replies will remain anonymous.
Conclusion
Inclusion is providing a wide range of activities and experiences so that all children
may participate and succeed in their neighbourhood school's regular classes
(Stainback & Bray, 2006). "The accommodation of learners with unique needs in the
mainstream without prejudice" is what inclusion means (Farrell & Ainscow, 2002:3).
For the purposes of this study, the term inclusion refers to the integration of students
with various disabilities into community schools in order to address the needs of these
students. All students have a wide range of demands.
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