Abstract
The South African inclusive education system is currently in a state of crisis. Although the DoE designed guidelines in 2001 to assist teachers in the effective implementation of inclusive education, numerous studies indicate that these guidelines were vague. Hence, the implementation of inclusive education was reported to be unsuccessful. In various studies, teachers reported feeling unprepared, overwhelmed and challenged by varied contextual issues within special and FSSs (Full Service Schools). These contextual barriers include, amongst others, the lack of appropriate teacher training, limited specialized resources and inadequate funding that continue to impede the implementation of inclusive education in schools. This dissertation aimed to explore the experiences of teachers in one FSS in Gauteng, South Africa. It created a platform for teachers to speak about their experiences related to inclusive education. This exploration was conducted using a qualitative research design, more specifically, the IPA. I selected this research design, because of its ability to meaningfully capture the richness and complexity of teaching in a FSS setting. Semi-structured interviews were conducted with one male and three female teachers employed in a FSS located in Soweto, Gauteng...
M.A. (Clinical Psychology)