Abstract
Background: Including the students with Mild intellectual disability in post school education, particularly within TVET institutions remain underexplored in South African context. The existing literature revealed that implementing inclusive education in TVET sector highlights the need for systematic reform and enhanced resource allocation to achieve meaningful inclusivity.
Aim: This research study aimed to examine the experiences of TVET lecturers teaching students with MID, in one of the Ekurhuleni municipality colleges in Gauteng.
Methodology: This study adopted a qualitative, interpretivism paradigm to investigate the experiences of TVET lecturers teaching students with MID in TVET context.
Sampling method: Six lecturers were purposively selected based on the direct experience to narrate deep insight into their experiences teaching students with MID
Data collection: Semi-structured interviews and documented analysis were employed to generated data for this study
Thematic analysis: A thematic analysis was conducted following Braun and Clarke (2006) six phase framework to identify key themes with the collected data.
Research findings: The summary of research findings indicates that the TVET lecturers demonstrated competency and adaptability to support students with MID, however they face multiple challenges including lack of inclusive pedagogical training, rigid curriculum, lack of support from management and inadequate resources. The findings further revealed that lecturers continue to use outdated equipment in their workshop and students are trained on obsolete technologies. Despite these limitations, the lecturers though personalized initiatives mobilized their capabilities, and contextual assets to improve student’s participation.
Research contribution: The findings contributed to the body of knowledge within the Department of Higher Education and training and provided evidence to strengthen inclusive education and policies in TVET sector.
Recommendations: It is further recommended that the study be explored at a larger sample to deepen contextual understanding of the topic.