Assessing the provision of inclusive education in the Omusati region
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Date
2014
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Abstract
The purpose of this study was to assess the provision of Inclusive Education in Omusati Region. A quantitative research study was carried out and a random sampling procedure was used to select eleven schools. Twenty two (22) teachers and nineteen (19) education officers participated in this study. Two questionnaires consisting of open and closed ended questions were used to collect data for this study. The quantitative data was analysed using Statistics Package for Social Science (SPSS). Qualitative data was carefully analysed manually and grouped into themes. The findings of this study revealed that even though regional and circuit officials were aware of their responsibilities in provision of Inclusive Education, they had a mixed understanding of the importance of such responsibilities. Ample evidence from the findings show that inadequate in-service teacher training and lack of information and knowledge of Inclusive Education are the most challenges faced by teachers in Omusati region. Teachers were found to have mixed attitudes towards inclusion. It was also established that the assistance being provided to schools by regional and circuit offices was inadequate. The study recommended for the Ministry of Education to carry out awareness campaigns and trainings for all education officers. The study further recommended for the regional education offices of Omusati region to train teachers and provide information and support on Inclusive Education. The conclusions drawn from this study are that there are challenges facing teachers in provision of Inclusive Education. Moreover, provision of Inclusive Education is still a far off reality in Omusati region.
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education.
Keywords
Inclusive education