Abstract
This study explored the perceptions of intermediate phase teachers about their inclusive pedagogy in a special school. Inclusive education originated as an alternative to special education for learners identified as having difficulties in learning, but has since been broadened into inclusive pedagogy that embraces all learners at risk of being excluded or marginalised in any way. This “widening” of inclusive education has become essential as the “additional needs approach” is being used in most schools that focus on learners identified as having a need for additional support...
M.Ed. (Educational Psychology)