Abstract
Inclusiveness of school facilities is very important in schools. As highlighted in the Constitution of South Africa, every learner must be enrolled in any school without being prejudiced on the basis of any differences such as learning difficulties or physical disabilities. The aim of this study was to investigate teachers’ perceptions of the inclusiveness of selected school facilities and how these facilities promote or hinder learners’ rights in full service-schools. This research study used a qualitative research approach and interpretivist paradigm. The research design applied was a descriptive multiple case-study. The study used purposive sampling methods for data collection. The sample consisted of four teachers. The research sites were two public primary schools in Ba-Phalaborwa in Lulekani Circuit. Semi-structured interviews and observations were used to collect data. The findings of the study showed that teachers had knowledge of inclusive facilities. It was further found that teachers perceived their toilets not to be inclusive and classrooms to be partially inclusive and that the selected school facilities both promoted and hindered learners’ rights in various ways. Based on the findings, it can be concluded that school facilities are not fully inclusive, because of that, there are learners who are still excluded from mainstream schools.
Key-words: Equality, full-service school, inclusiveness, inclusive education and school facilities