Abstract
M.A.
The inclusive education model was explained in a South African perspective with, reference made to race, class, and gender. This was in line with the past experiences that emerged in our country. Separate learning opportunities were introduced. This was seen as discrimination against those with disabilities, who have been labeled as having learning barriers and placed in special settings. Engelbrecht and Green (2001) indicated that South African education was moving away from a special education towards a policy of inclusion. This was reflected in the National Education policy development since 1994, and was strongly supported by parent bodies such as the Disability Desk of the Office of the Deputy State President, the Disability Movement, the new South African School Act, as well as the policy on Outcome Based Education and Curriculum, 2005.
As inclusive practices were implemented, attitudinal barriers, especially among teachers, have been explored. The primary findings were that teachers agreed in principle with the goals of inclusion, but many felt unprepared to work in inclusive settings (Matsropieri and Scruggs, 2000). Engelbrecht (1999) was of the opinion that teachers may need to be trained on how to identify and address special educational needs, as well as developing a critical understanding of common stereotypes and prejudices related to disability, and reflect on how these have influenced their own attitudes. If all the above can be achieved, teachers could be in a position to work as change agents who can influence the attitudes of the school community towards learners with disabilities.
The aim of the study was to explore the dilemmas teachers were faced with in implementing the inclusion programme in mainstream schools around Daveyton, with the intention of determining the extent to which the inclusion programme objectives were implemented.