Furthering Inclusive Education through Full-Service Schools: A Workable Strategy?

Abstract

The South African government introduced Full-service schools for the implementation of inclusive education at practical level and to chart the way for all schools/ institutions to ultimately become inclusive institutions. The aim of this study is to explore the implementation of inclusive education in a Full-service school on addressing diversity and the management of inclusive classrooms. Full-service schools provide quality education to all learners through flexibility, and meeting the full range of learning needs in an equitable manner and are institutions that strive to transform themselves, proactively addressing the barriers to learning and increasing participation of the learners and educators. They strive to achieve success, equity, quality and social justice in education (DoE, 2002: 4). Qualitative research and purposive sampling was used in this research. The triangulation of data collection using three data collection instruments which are focus group interview, document analysis and observations were used to enhance and enlighten aspects that may be obscured by one method. Full service school teachers formed the core focus of the participants, This study was informed by asset-based theory,, Vygotsky’s theory of proximal development (ZDP) and Bronfenbrenner’s ecological theory. The findings of the study indicate that the diverse learning needs were addressed; teachers used curriculum differentiation to accommodate all learners in their classrooms.

DOI: 10.5901/mjss.2014.v5n8p415