Inclusive Education at a South African University: Awakening the Sensitivities and Democratic Consciousness of Pre-Service Teachers

Abstract

One of the chief goals of inclusive education is to provide pre-service teachers with a learning environment and prospects that enable them to become independent, responsible and critical educators. This study sought to determine how pre-service teachers at a South African university experienced inclusive education training. A purposeful sample of 6 pre-service teachers was selected. Data were collected using open-ended questionnaires which were exploratory in nature, and then analysed thematically. Findings showed inter alia that studying inclusive education proved to be an “eye opener”: students were enlightened to various aspects of being an educator: (i) curriculum differentiation, (ii) diversity, (iii) learners’ rights and (iv) the fact that learners experiencing various barriers to learning can be accommodated successfully in  regular classrooms. It was revealed that studying inclusive education allowed pre-service teachers to appreciate the scope, value and higher purpose of teaching. The study shows that awareness of inclusive education enriches the training of pre-service teachers in South African schools.