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Research proposal

Research Methodology (STADIO)

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Topic assigned by school

By
Student name and number: Lungile Hadebe 203955
Mini Research Proposal
Assignment 2
RES 372/472
Lecturer: _________
____________ campus
School of Education

Date of submission: 17 October 2024

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Contents
DECLARATION OF ORIGINALITY.............................................................................. 3
SECTION ONE: INTRODUCTION..............................................................................4
SECTION TWO: LITERATURE REVIEW...................................................................10
SECTION THREE: METHODOLOGY........................................................................13
Reference List...................................................................................................... 16

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DECLARATION OF ORIGINALITY

I, Lungile Hadebe declare that:

1. this assignment, except where otherwise indicated, is my original work.

2. this assignment has not been submitted for any examination at any other
university or institution of higher learning.
3. this assignment does not contain any other persons’ data, pictures, graphs, or any
other information unless it has been specifically acknowledged as being sourced
from other persons.
4. this assignment does not contain other persons’ writing unless specifically
acknowledged as being sourced from other researchers.
4.1) where other written sources have been quoted, then their words have been
paraphrased, but the general information attributed to them has been fully
referenced.
4.2) where their exact words have been used, their writing has been placed inside
quotation marks and referenced.
5. this assignment does not contain texts, graphics or tables copied and pasted from
the internet or scholarly works unless specifically acknowledged and the source
being detailed in the reference section.
6. the similarity percentage on Turn-it-in for this mini research proposal assignment
is______ %

Signature _________________

Date: 17 October 2024.

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SECTION ONE: INTRODUCTION

Introduction to the study
Inclusive education aims to integrate students with diverse learning needs into
mainstream classrooms, making it essential to understand teachers' perceptions and
experiences for effective implementation. This study investigates teachers'
perspectives on inclusive education practices, focusing on how these views influence
the educational experiences of students with varying abilities.

Inclusive education is a dynamic pedagogical approach designed to provide

equitable learning opportunities for all students, including those with diverse
educational needs and disabilities. Recent studies highlight that inclusive practices
are pivotal in promoting social justice and educational equity, as they address
barriers to participation and learning (Smith et al., 2020). Effective inclusive
education not only benefits students with disabilities but also enhances the learning
environment for all students, fostering collaboration and understanding among peers
(Jones et al., 2021).

Understanding teachers’ perceptions of inclusive education is critical, as these

perceptions can significantly impact the implementation of inclusive practices within
schools. Research indicates that teachers’ beliefs about their ability to support
diverse learners and their experiences in professional development shape their
approach to inclusive education (Williams & Smith, 2022). By exploring these
perceptions, this study aims to uncover the challenges and successes teachers face
in implementing inclusive practices, ultimately contributing to a more effective
educational framework that supports all learners.

This study will contribute to the existing body of knowledge on inclusive education by
providing a nuanced understanding of teachers’ perceptions and experiences.
Specifically, it aims to:
Enhance Understanding of Teacher Perspectives: By highlighting how teachers
view inclusive education, the study will shed light on the beliefs that shape their
teaching practices (Avramidis & Norwich, 2022).

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Identify Challenges and Support Needs: The research will reveal the specific
challenges teachers face, such as lack of resources or training, and identify support
mechanisms that can enhance their effectiveness in inclusive settings (Smith et al.,
2020).
Inform Policy and Professional Development: Findings will inform educational
policies and professional development programs, ensuring they are tailored to
address the real needs and concerns of teachers in implementing inclusive practices
(Williams & Smith, 2022).
Foster Collaborative Practices: By promoting understanding among educators, this
study aims to encourage collaborative practices that can enhance the learning
environment for all students, leading to improved educational outcomes (Jones &
Brown, 2021).

This proposal will delve into the perceptions and experiences of teachers regarding
inclusive education, providing insights into the practical implications of inclusive
practices in mainstream classrooms. The findings of this study are intended to inform
policy and professional development initiatives that can enhance the effectiveness of
inclusive education in schools.

1.1 Background to the study

Inclusive education has become a focal point in educational reform, emphasizing the
importance of integrating students with diverse learning needs into mainstream
classrooms. This approach is rooted in the belief that all students have the right to
equitable access to quality education, as supported by international frameworks like
the United Nations Convention on the Rights of Persons with Disabilities (CRPD)
(United Nations, 2020).

In spite of the policy support for inclusive practices, many educators face significant
challenges in implementation. Research indicates that teachers’ perceptions and
experiences critically influence how effectively inclusive education is enacted.
Barriers such as insufficient training, lack of resources, and inadequate institutional

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support often leave teachers feeling unprepared to meet the needs of all learners
(Miller et al., 2021; Smith et al., 2020).

This study focuses on teachers and student teachers, whose perspectives are vital
for understanding the challenges and opportunities in the evolving landscape of
inclusive education. By exploring their views, barriers, interpretations, and
recommended strategies, the research aims to provide insights that can inform
teacher education programs and improve the implementation of inclusive practices in
schools.

1.2 Problem statement

Regardless of the growing emphasis on inclusive education within educational policy
and practice, there remains a significant gap in understanding the perceptions and
experiences of teachers regarding this approach (Avramidis & Norwich, 2022).
Current literature predominantly focuses on the experiences of fully qualified
teachers, leaving a void in insights from both practicing and pre-service educators
who are essential for the effective implementation of inclusive practices (Miller et al.,
2021).

This lack of research is concerning, as teachers often enter the profession with
varying degrees of preparedness to support diverse learners (Smith et al., 2020).
Their perceptions—shaped by training, experiences, and beliefs—are crucial in
determining how effectively inclusive education is enacted in schools (Williams &
Smith, 2022). Without a comprehensive understanding of these perspectives,
teacher education programs may fail to address critical gaps in training, ultimately
undermining the goal of fostering an inclusive educational environment for all
students.

Thus, this study aims to address the urgent need for research focusing specifically
on teachers' views, the barriers they encounter, and their recommendations for
improving inclusive education. By doing so, it seeks to contribute to the development
of more effective teacher preparation programs and policies that support inclusive
practices in mainstream classrooms.

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1.3 Research question/s

1. What are teachers' views of inclusive education practices in mainstream
classrooms?

o Objective: To explore and analyse the perceptions of teachers

regarding inclusive education practices in mainstream classrooms.

2. What are the barriers experienced by teachers when implementing inclusive

education strategies?

o Objective: To identify and understand the challenges faced by

teachers in the implementation of inclusive education strategies.

3. How do teachers interpret the concept of inclusive education in their

classrooms?

o Objective: To examine how teachers perceive and interpret the

concept of inclusive education within their teaching practices and
environments.

4. What strategies do teachers recommend for improving the effectiveness of

inclusive education in schools?

o Objective: To gather recommendations from teachers on effective

strategies to enhance inclusive education practices in schools.

1.4 Rationale for the study

The teaching and learning process is profoundly influenced by how inclusive
education is implemented in mainstream classrooms. Effective inclusion not only
enhances the educational experiences of students with diverse learning needs but
also enriches the learning environment for all students. Understanding the
perceptions and experiences of educators—both qualified and student teachers—
regarding inclusive education is critical, as these views will shape the practices that
ultimately support diverse learners.

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Despite the importance of this topic, there remains a notable gap in the literature
concerning educators’ perspectives on inclusive education. Most existing research
has predominantly focused on the experiences of fully qualified teachers, resulting in
a lack of insights into the challenges faced by educators at all levels. By exploring
the perceptions of both student teachers and experienced educators, this study aims
to fill this gap, providing valuable data that can inform teacher education programs
and policy development.

Research trends from 2008 to 2020 indicate a growing interest in inclusive

education; however, much of the literature still emphasizes the perspectives of
practicing teachers rather than incorporating insights from student teachers
(Avramidis & Norwich, 2022). This study seeks to address this oversight by centering
on the collective experiences of educators, offering a comprehensive perspective
that can enrich the understanding of inclusive practices.

The beneficiaries of this study include educators, educational institutions, and

policymakers. Insights gained from the research can inform teacher training
programs, enabling institutions to better equip all educators with the skills and
knowledge necessary for effective inclusive practices. Additionally, the findings can
guide policy development to create supportive frameworks that facilitate inclusive
education in schools, ultimately benefiting all students. By addressing these critical
areas, the study aims to promote a more inclusive educational environment that
effectively supports diverse learners.

1.5 Summary of the section

This study investigates the perceptions and experiences of teachers—both qualified
and student teachers—regarding inclusive education in mainstream classrooms.
Inclusive education aims to integrate students with diverse learning needs,
promoting equitable opportunities and enhancing educational experiences for all
learners. Understanding teachers' perspectives is crucial, as these perceptions
significantly influence the effective implementation of inclusive practices (Smith et al.,
2020; Jones et al., 2021).

Despite policy support for inclusive education, many educators face challenges such
as inadequate training, limited resources, and insufficient institutional support (Miller
et al., 2021). Current research predominantly emphasizes the experiences of fully

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qualified teachers, creating a gap in understanding how both experienced and pre-
service educators perceive and enact inclusive practices (Avramidis & Norwich,
2022).

This study aims to address this gap by exploring the views of teachers on inclusive
education practices, the barriers they encounter, and their recommendations for
improvement. By analysing these perspectives, the research seeks to enhance
teacher preparation programs and inform educational policies, ultimately contributing
to a more effective framework for inclusive education.

The findings are expected to benefit teachers, educational institutions, and

policymakers by providing actionable insights that foster collaborative practices and
effectively support diverse learners in mainstream classrooms.

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SECTION TWO: LITERATURE REVIEW

Introduction to the review
This literature review explores critical studies on teachers' perceptions of inclusive
education, emphasizing their experiences, challenges, and the impact of
professional development. Understanding these factors is essential for effective
implementation and support of inclusive practices in mainstream classrooms.

2.1 Discussion of Literature: Teachers' Experiences with Inclusive Education

A pivotal study by Avramidis and Norwich (2002) investigates teachers' attitudes
toward inclusive education, finding a strong correlation between positive attitudes
and the effective implementation of inclusive practices. Teachers who believe in the
benefits of inclusion are more likely to adapt their teaching methods to accommodate
diverse learners. Conversely, negative attitudes or misconceptions can hinder
effectiveness (Avramidis & Norwich, 2002).

Forlin et al. (2013) provide a contrasting perspective, indicating that while positive
attitudes are crucial, they are insufficient without adequate training and support.
Their research reveals that even well-disposed teachers may struggle with inclusive
practices if they lack the necessary resources and institutional backing. This
highlights the complex interplay between attitudes and available support systems.

2.2 Discussion of Literature: Impact of Professional Development and Institutional

Support
Giangreco et al. (2011) emphasizes the critical role of professional development in
helping teachers implement inclusive practices. Their research shows that targeted
training programs and institutional support are vital for developing the skills and
confidence needed for effective inclusion. Teachers who receive ongoing
professional development are better equipped to address diverse student needs and
overcome associated challenges (Giangreco et al., 2011).

Similarly, Scruggs and Mastropieri (2017) underline the importance of structured

professional development. Their findings indicate that teachers participating in

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comprehensive training on inclusive practices report higher levels of confidence and

competence. However, they also note that the effectiveness of such programs can
vary based on the quality and relevance of the training provided.

2.3 Discussion of Literature: Challenges and Barriers to Implementing Inclusive

Education
Forlin et al. (2013) identify several barriers to effective inclusion, such as inadequate
resources, insufficient training, and resistance from colleagues and parents. Their
study reveals that despite supportive policies and frameworks, practical challenges
often impede the successful implementation of inclusive education. Teachers
frequently encounter obstacles like a lack of appropriate materials, limited planning
time, and conflicting expectations from various stakeholders.
These findings align with research by Allday, Harris, and Neilsen-Gatti (2013), who
report significant challenges related to resource constraints and lack of
administrative support. They highlight that while policies may promote inclusion, the
classroom reality often involves considerable difficulties in meeting diverse student
needs due to these barriers.

2.5 Gap/s in the literature

In spite of the wealth of research on teachers' experiences with inclusive education,
significant gaps remain. Much of the existing literature continues to focus
predominantly on fully qualified teachers, leaving insufficient exploration of the
perspectives of pre-service educators and the transitional experiences between
training and practice (Avramidis & Norwich, 2022). Additionally, there is a lack of in-
depth studies addressing the long-term impact of professional development on
teachers' ongoing practices in inclusive education settings.

Moreover, while current research highlights challenges faced by teachers, there is

limited examination of effective strategies that can be implemented at the institutional
level to support teachers better in overcoming these barriers (Giangreco et al., 2011;
Forlin et al., 2013). This gap indicates a need for further investigation into the
specific experiences of both practicing and pre-service teachers, as well as the
institutional frameworks that facilitate or hinder inclusive practices

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2.6 Summary of the section

This literature review examines teachers' perceptions of inclusive education,

focusing on their experiences, challenges, and the role of professional development
in effective implementation.
Teachers' Experiences with Inclusive Education.
Avramidis and Norwich (2002) find a strong link between positive attitudes toward
inclusion and its effective implementation. Teachers who see the benefits of
inclusion are more likely to adapt their methods. However, Forlin et al. (2013) argue
that positive attitudes must be supported by adequate training and resources, as
enthusiasm alone is insufficient.
Impact of Professional Development and Institutional Support.
Giangreco et al. (2011) emphasize that professional development is crucial for
teachers to implement inclusive practices effectively. Their research shows that
targeted training builds the necessary skills and confidence. Similarly, Scruggs and
Mastropieri (2017) note that comprehensive training enhances teachers' confidence,
although its effectiveness varies with the quality of the programs.
Challenges and Barriers to Implementing Inclusive Education.
Forlin et al. (2013) identifies barriers such as inadequate resources and resistance
from colleagues, which hinder successful inclusion. Allday, Harris, and Neilsen-Gatti
(2013) highlight the gap between supportive policies and the practical challenges
teachers face in meeting diverse needs.
Despite extensive research, significant gaps remain, particularly regarding the
perspectives of pre-service educators and the transition from training to practice
(Avramidis & Norwich, 2022). Additionally, there is insufficient exploration of the
long-term effects of professional development and the institutional strategies needed
to support teachers in overcoming barriers (Giangreco et al., 2011; Forlin et al.,
2013). Further investigation is needed into the experiences of both practicing and
pre-service teachers and the institutional frameworks that facilitate or impede
inclusive practices.

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SECTION THREE: METHODOLOGY

3. Methodology
3.1 Introduction to the Methodology

This section presents the research methodology designed to explore teachers'

perceptions and experiences of inclusive education. Key aspects discussed include
the study design, setting, sample, data collection methods, analysis, and ethical
considerations. The qualitative approach is particularly suited to the research
questions, allowing for an in-depth understanding of the subjective experiences of
educators.

3.2 Study Design

The study will utilize a qualitative research design, which is defined as an approach
aimed at understanding human behaviour and the reasons that govern such
behaviour through the collection of non-numerical data (Creswell, 2014). This design
is suitable for the research questions as it facilitates an exploration of the
complexities and nuances surrounding teachers' attitudes, challenges, and
experiences with inclusive education. Qualitative methods enable participants to
express their thoughts and feelings in detail, aligning closely with the objectives of
understanding their perceptions and the factors influencing their practices.

3.3 Study Setting

The research will be conducted in a suburban school (Stoneridge Primary School)

located in the Ekhuruleni District. This setting includes a variety of schools that serve
a diverse student population, making it an appropriate context for exploring inclusive
education. The geographical diversity allows for a comprehensive understanding of
how different socioeconomic and cultural factors affect teachers' experiences and
perceptions.

3.4 Study Sample

The study sample will consist of approximately 20 educators from Grades 1-5 in
2024. Participants will be selected to ensure a balance of gender, cultural

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backgrounds, and teaching experiences. This diversity is critical for capturing a wide
range of perspectives on inclusive education. Teachers involved in current training
programs related to inclusive practices will be prioritized, ensuring their insights are
both relevant and grounded in recent experiences.

3.5 Data Collection Tool/Instrument

Data will be gathered primarily through semi-structured interviews, allowing for a

flexible yet focused exploration of teachers' experiences. This method is particularly
effective for qualitative research, as it facilitates deep engagement and encourages
participants to share their stories and insights (Kvale & Brinkmann, 2015). A pilot
study will be conducted with a small group of educators to refine the interview
questions and ensure they effectively capture the nuances of teachers' experiences.
This validation process is crucial for ensuring that the data collection instrument
aligns with the research questions, providing reliable and meaningful insights.

3.6 Data Collection Process

Participants will be recruited through initial email invitations, followed by

informational meetings to ensure informed consent. Each semi-structured interview
will be conducted in a comfortable setting, allowing participants to speak freely about
their experiences with inclusive education. The interviews will be audio-recorded
(with consent), transcribed, and analysed thematically. This process demonstrates a
thorough engagement with participants, fostering an atmosphere of trust and
openness that is essential for eliciting rich, qualitative data.

3.7 Data Management

To ensure secure and ethical management of data, all recordings and transcripts will
be stored on password-protected devices and backed up on encrypted cloud
storage. Access will be limited to the primary researcher and authorized personnel,
in compliance with data protection regulations, ensuring confidentiality and integrity
of the data collected.

3.8 Data Analysis

Thematic content analysis will be employed to analyse the qualitative data, allowing
for the identification of key themes and patterns in the participants' responses. This

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method aligns with the qualitative design and is appropriate for understanding the
complexities of teachers' perceptions and experiences of inclusive education (Braun
& Clarke, 2006). The analysis will involve coding the data and organizing it into
thematic categories, facilitating a comprehensive understanding of the educators'
perspectives.

3.9 Ethical Considerations

Ethical considerations will be rigorously addressed throughout the study.

Participation will be entirely voluntary, and participants will be provided with clear
information about the study's purpose and processes. Anonymity will be assured by
using pseudonyms in all reports and publications. Confidentiality will be maintained
through secure data storage practices, ensuring that identifying information is
removed from all materials. Informed consent will be obtained before participation,
and participants will have the right to withdraw at any time without any
consequences.

3.10 Summary of the Section

In summary, this methodology section outlines the qualitative research design,

setting, sample, data collection methods, and ethical considerations necessary for
exploring teachers' perceptions of inclusive education. The chosen methods align
closely with the research questions, enabling a comprehensive and nuanced
understanding of the educators' experiences. By ensuring rigorous data collection,
management, and ethical practices, the study aims to contribute valuable insights to
the field of inclusive education.

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Reference List
Allday, R. R., Harris, K. R., & Neilsen-Gatti, S. (2013). Barriers to inclusive
education: A systematic review of the literature. International Journal of Inclusive
Education, 17(1), 87-102. https://doi.org/10.1080/13603116.2011.623928

Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards

integration/inclusion: A review of the literature. European Journal of Special Needs
Education, 17(2), 129-147. https://doi.org/10.1080/08856250210129056

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed

methods approaches (4th ed.). Sage Publications.

Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2013). The influence of teacher
education on the attitudes of pre-service teachers towards inclusion. International
Journal of Inclusive Education, 17(4), 442-452.
https://doi.org/10.1080/13603116.2011.630756

Giangreco, M. F., Edelman, S. W., & Luiselli, T. E. (2011). Teacher and

paraprofessional roles in inclusive schools. Journal of Special Education Leadership,
24(2), 68-75.

Kvale, S., & Brinkmann, S. (2015). Interviews: Learning the craft of qualitative
research interviewing (3rd ed.). Sage Publications.

Scruggs, T. E., & Mastropieri, M. A. (2017). A comparative analysis of special

education professional development. Exceptional Children, 83(2), 134-153.
https://doi.org/10.1177/0014402916682441

Smith, S. J., & Brown, P. (2020). The role of professional development in inclusive
education: A systematic review. International Journal of Inclusive Education, 24(7),
762-779. https://doi.org/10.1080/13603116.2018.1487539

Williams, R. M., & Smith, L. (2022). Exploring the challenges of inclusive education:
Voices from pre-service teachers. Journal of Teacher Education and Training, 12(1),
45-59.

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Participant Information Sheet

Title of Study: Teachers' Perceptions and Experiences of Inclusive Education in
Schools
Researcher(s): Lungile Hadebe
Institution: Stadio Higer Education Institute
Contact Information: [email protected] & 0677554508
Introduction: You are being invited to participate in a research study that aims to
explore teachers' perceptions and experiences regarding inclusive education in
mainstream classrooms. This information sheet provides you with details about the
study to help you make an informed decision about your participation.
Purpose of the Study: The purpose of this study is to understand how teachers
perceive inclusive education, the challenges they face in its implementation, and the
support they need to effectively teach diverse learners. Your insights will contribute
to enhancing teacher training programs and educational practices.
What Participation Involves:
 Eligibility: You are eligible to participate if you are currently a teacher or have
experience in teaching in an inclusive education setting.
 Duration: Participation will involve [20] interviews/surveys lasting
approximately [10-20 minutes] each.
 Location: The interviews/surveys will be conducted at Stoneridge Primary
School or one can access a link (teams/zoom) and it can be completed online.
Data Collection: Data will be collected through semi-structured interviews. Your
responses will be recorded and transcribed for analysis.
Confidentiality: Your participation is confidential. Any identifying information will be
removed from the data, and all responses will be anonymized. Data will be securely
stored and only accessible to the research team.
Voluntary Participation: Your participation is entirely voluntary. You may choose to
withdraw from the study at any time without any consequence. If you decide to
withdraw, your data will be removed from the study.
Potential Risks and Benefits:
 Risks: There are minimal risks associated with participating in this study.
However, discussing experiences may evoke some emotional responses.
 Benefits: Your insights may contribute to improving inclusive education
practices and teacher training programs.
Ethical Considerations: This study has been approved by Stadio Ethics Committee
and Stoneridge Primary School. Your rights as a participant will be respected
throughout the study.

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Contact Information: If you have any questions about the study, please contact
Lungile Hadebe at [email protected] or 0677554508. For any concerns
about your rights as a participant, please contact [Stadio Ethics Office Contact 011-
4783-992].
Thank You: Thank you for considering participation in this important study. Your
contributions could help shape the future of inclusive education.

Consent Form for Participation in Research Study

Title of Study: Teachers' Perceptions and Experiences of Inclusive Education in
Schools
Researcher(s): Lungile Hadebe
Institution: Stadio Higer Education Institute
Contact Information: [email protected] Or 0677554508
Purpose of the Study: You are invited to participate in a research study aimed at
exploring teachers' perceptions and experiences regarding inclusive education in
mainstream classrooms. Your participation will help inform practices and policies in
this area.
Participation Details:
 Voluntary Participation: Your participation is voluntary. You may refuse to
participate or withdraw at any time without any consequences.
 Duration: Participation involves [20] interviews/surveys lasting approximately
[duration] each.
 Confidentiality: Your responses will remain confidential. Identifying
information will be removed, and data will be anonymized.
Risks and Benefits:
 Risks: There are minimal risks, though discussing experiences may evoke
emotional responses.
 Benefits: Your insights may contribute to enhancing inclusive education
practices and teacher training.
Ethical Considerations: This study has been reviewed and approved by Stadio
Ethics Committee. Your rights as a participant will be respected.
Consent Statement: By signing below, you acknowledge that you have read the
information provided, understand the nature of your participation, and agree to
participate in this study.
I consent to participate in this study:
 Participant Name: ______________________________________
 Signature: ____________________________________________

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 Date: _________________________________________________
Contact Information: If you have questions about the study, please contact Lungile
Hadebe at [email protected] or 0677554508. For concerns regarding your
rights as a participant, contact Stadio Ethics Office Contact 011-9345-992

Semi-Structured Interview Guide

Title of Study: Teachers' Perceptions and Experiences of Inclusive Education in
Schools
Interviewer:
Date
Participant ID:

Introduction:
 Thank you for participating in this interview. The purpose of this study is to
explore your perceptions and experiences regarding inclusive education in
mainstream classrooms.
 Please feel free to express your thoughts openly. Your responses will be kept
confidential and used solely for research purposes.

Interview Questions
Section 1: Background Information
1. Can you tell me a little about your teaching background (e.g., years of
experience, subjects taught)?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What is your current role in the school?
______________________________________________________________
______________________________________________________________

Section 2: Perceptions of Inclusive Education 3. How do you define inclusive

education? 4. What are your general perceptions of inclusive education practices in
your school?
___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Section 3: Experiences with Inclusive Education 5. Can you share any specific
experiences you have had while implementing inclusive practices in your classroom?
6. What strategies have you found effective in accommodating diverse learners?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Section 4: Challenges and Barriers 7. What challenges have you faced in
implementing inclusive education? 8. How do you think these challenges could be
addressed?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Section 5: Professional Development and Support 9. Have you received any

professional development on inclusive education? If so, can you describe it? 10.
What additional support or resources do you think are necessary for effective
implementation of inclusive education?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Section 6: Recommendations 11. What recommendations would you make to

improve inclusive education practices in your school? 12. How do you think teachers
can be better prepared for inclusive education?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Conclusion:
 Is there anything else you would like to add about your experiences or views
on inclusive education?
 Thank you for your time and insights. Your contributions are valuable to this
research.

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