Abstract: South African education system has been perceived to have deteriorated down to lower rates in the world. While there might be various factors in play, such as teacher workloads, continuously revised curriculum policies for instance, there seems to be challenges regarding effective implementation of inclusive education in classrooms. With above phenomenon notwithstanding, one wonders how teachers are supported for inclusive class (IE) that benefits both ordinary learners (OLs) and learners with barriers (LEBLs) who are in mainstream schools (MSs). Although the main study engaged qualitative approach and case study design for data collection, questionnaires were also used to small purposefully selected respondents of 5 principals and 15 teachers. This article reports on part of data analysed through SPSS which revealed that: majority of principals and teachers were not proficient enough with IE policy document, they did not receive sufficient training on IE policy and that teachers are overloaded. Authors of this article advocate for teacher informed workshops that can be explored whose focus is to address inclusive classroom needs as experienced by teachers.
Keywords: Support, barriers, awareness, commitment, teaching and learning.
Title: Viable Workshops for Inclusive Classes: the intake of South African Teachers
Author: Pateka Pamella Jama, Andrea Mqondiso Buka
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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