TOPIC: INVESTIGATING THE FACTORS AFFECTING THE IMPLEMENTATION OF

INCLUSIVE EDUCATION AT ORIGO PRIMARY SCHOOL, NAMIBIA.

FINAL DISSERTATION CHAPTER 1 - 5

NICODEMUS KUDUMO

STUDENT NUMBER: R2012D11711884

DISSERTATION PROJECT (PART 2) (45555)

TUTOR: DR. MELODY NDIDI MODEBELU

DATE: 27 NOVEMBER 2022

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Abstract

The difficulties that students with disabilities encounter when attempting to pursue an
education are the same all across the world. Although the degree of difficulty students face differs
by country, the fundamental problem that it is not available to everyone remains the same. Lack
of inclusion can be caused by physical barriers, technical problems, attitudes that make it hard for
people to get along, or a system that doesn't make enough room for everyone. This study
investigated the factors affecting the implementation of inclusive education at Origo Primary
School using a stratified random sampling, 80 teachers from Rehoboth Origo Primary School were
randomly selected and given a questionnaire to complete. The teachers who were questioned about
it all participated. The data were examined using SPSS, a statistical program primarily made for
social scientists. In this study, descriptive statistics like frequencies and percentages were used to
analyze the percentages of respondents who moved in each direction. The research showed that a
variety of issues hindered the implementation of inclusive education, such as the need for
supportive leadership on the part of teachers for inclusion to succeed and a lack of support for
teachers' evolving negative views against inclusive education. Teachers should be adequately
prepared to assist in the education of children with special needs, and all stakeholders should be
encouraged to do so. Additionally, schools need to have enough resources to cater to the various
requirements of their students. In order to address the existing problems with inclusive education,
teachers came up with a number of alternatives, including enrolment increases and the division of
children with special needs into distinct classes.

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Dedication
This research project is dedicated to my unborn child Flame Kudumo.

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Acknowledgements
Without the assistance of many people, it would have been challenging for me to complete
this research as it is currently. I want to express my gratitude to everyone who assisted me in my
research as a result.

I also want to express my gratitude to my parents, brothers, and sisters for their support,
affection, and inspiration. I'd like to express my gratitude to everyone who helped me reach the
appropriate persons with my inquiries. Finally, I would like to thank, the principal of Origo
Primary School, for providing the inquirer with sufficient details to enable him to communicate
effectively with his players.

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Table of Contents
Abstract .......................................................................................................................................................... i
Dedication Page ........................................................................................................................................... iii
Acknowledgements...................................................................................................................................... iii
List of Tables ................................................................................................. iError! Bookmark not defined.
Chapter 1: Introduction and Background ..................................................................................................... 1
1.0 Introduction ............................................................................................................................................ 1
1.1 Background of the study ......................................................................................................................... 1
1.2 Problem Statement ................................................................................................................................. 3
1.3 Purpose of the study ............................................................................................................................... 3
1.4 Research Objectives ................................................................................................................................ 4
1.5 Research questions ................................................................................................................................. 4
1.6 Rationale, Relevance, and Significance of the Study .............................................................................. 4
1.6.1 Rationale for the Study ........................................................................................................................ 4
1.6.2 Significance of the Study ...................................................................................................................... 5
1.7 Nature of the Study................................................................................................................................. 6
1.8 Assumptions, Limitations, Delimitations ................................................................................................ 6
1.9 Summary and Organization of the Remainder of the Study ................................................................... 6
Chapter 2: Literature Review ........................................................................................................................ 8
2.0 Introduction ............................................................................................................................................ 8
2.1 Theoretical framework ........................................................................................................................... 8
2.1.1 Bronfennbrenner’s bio-ecological theory ............................................................................................ 8
2.2 Factors hindering the implementation of inclusive education ............................................................. 10
2.2.1 Policy issues ....................................................................................................................................... 10
2.2.2 Teacher attitudes ............................................................................................................................... 11
2.2.3 Lack of teacher training ..................................................................................................................... 12
2.2.4 Lack of adequate support and resources ........................................................................................... 13
2.2.5 Curriculum issues ............................................................................................................................... 14
2.3 Strategies to address challenges affecting the implementation of inclusive education ...................... 16
2.4 Summary ............................................................................................................................................... 19
CHAPTER 3: RESEARCH METHODOLOGY .................................................................................................... 20
3.1 Introduction .......................................................................................................................................... 20
3.2 Research Questions .............................................................................................................................. 20
3.3 Research Methodology ......................................................................................................................... 20

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3.4 Research Design .................................................................................................................................... 21
3.5 Population and Sample Selection ......................................................................................................... 21
3.6 Instrumentation ...................................................................................... Error! Bookmark not defined.
3.7 Validity .................................................................................................... Error! Bookmark not defined.
3.8 Reliability............................................................................................................................................... 23
3.9 Data Collection and Management ........................................................................................................ 23
3.10 Data Analysis Procedures .................................................................................................................... 23
3.11 Ethical Considerations......................................................................................................................... 24
3.12 Limitations and Delimitations ............................................................................................................. 24
3.13 Summary ............................................................................................................................................. 25
CHAPTER 4: Chapter 4: Data Analysis and Results...................................................................................... 26
4.1 Introduction .......................................................................................................................................... 26
4.2 Demographic data................................................................................................................................. 26
4.3 Factors affecting the implementation of inclusive education .............................................................. 31
4.4: How the teacher qualifications affect the implementations of inclusive education practices ........... 35
4.3 How the teacher qualifications affect the implementations of inclusive education practices ............ 37
4.5 Strategies to address challenges affecting the implementation of inclusive education ...................... 39
4.6 discussion of findings ............................................................................................................................ 41
4.6.1 Factors that affect the implementation of inclusive education ........................................................ 41
4.6.2 Teacher qualifications and inclusive education ................................................................................. 48
4.6.3 Strategies to address challenges affecting the implementation of inclusive education ................... 50
CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS AND .................................................. 54
5.1 Introduction and Summary of Study ..................................................................................................... 54
5.2 Conclusion ............................................................................................................................................. 55
5.3 Recommendations ................................................................................................................................ 55
References .................................................................................................................................................. 57

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Chapter 1: Introduction and Background

1.0 Introduction
The purpose of the study was to evaluate the factors influencing the implementation of
inclusive education for students with learning disabilities in primary schools in Namibia in order
to develop and provide a model for implementing inclusive education for children with learning
disabilities. This chapter contains the context, problem statement, research questions, and
justification for the investigation. This chapter will also define the relevance, assumptions,
constraints, and restrictions of the investigation.

1.1 Background of the study

The human right to education, as expressed in the 1948 Universal Declaration of Human
Rights, is central to inclusive education. All children have the right to an education that is free
from discrimination based on their race, ethnicity, religion, and economic situation, status as a
refugee, language, gender, or disability. These rights include the right to a free and mandatory
education, equity, equality, inclusion, and nondiscrimination, in addition to the right to a high-
quality education, content, and learning process.

Disabled individuals have been marginalized for a long time. Their human rights had been
violated, and they had been denied the opportunity to receive an education. The vast majority of
them were slain, while others were exploited for amusement purposes. In contrast, humanists
believed that disabled individuals should be institutionalized to protect them from cruelty. As a
result, the concept of institutionalization emerged, whereby disabled individuals were housed, fed,
and clothed (Mukhopadhyay, 2013).

Several national and international organizations have now acknowledged and embraced
education as a fundamental human right. The majority of these organizations believe that students
with special needs should have access to a high-quality education on par with their peers
(UNESCO, 1994). According to the United Nations Educational, Scientific, and Cultural
Organization (1994) and the Education for All Jomtien Declaration (1990), as well as the

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Salamanca Statement and Framework of Action, all individuals should have access to a high-
quality education (UNESCO, 1994).

According to the Salamanca Statement, educational institutions and programmes must be

designed and executed to meet the needs of a diverse spectrum of students (UNESCO, 1994). As
a signatory to the Salamanca Declaration and Action Plan, Namibia is committed to ensuring that
all of its citizens have equal access to education, and inclusive education is regarded as the most
effective means of achieving this goal (Sector Policy on IE, 2013).

Prior to Namibia's independence in 1990, students with special needs were educated in
separate classes at special schools. Following the inclusion movement that began in 1993, students
with special needs gradually began attending conventional schools. More students with special
needs than ever before are enrolled in regular classrooms. More kids with special needs are found
in regular schools due to the inability of special schools to accommodate all students with special
needs, and not because inclusive education policies have been introduced.

Namibia proclaimed independence in 1990 and pledged to integrate all people, including
those with disabilities and special needs, into society and provide everyone with a basic education
(Republic of Namibia, 1990). The Ministry of Education is responsible for special education and
training for disabled pupils (Ministry of Education and Culture, 1993). The idea was that satisfying
the needs of all students with exceptional educational needs would benefit not only those with
special needs, but the entire nation. According to Namibia's National Policy on Disability (1997),
all children and adolescents with impairments should have the same educational rights as those
without impairments. Even though inclusive education has been promoted in numerous
declarations and adopted in the majority of nations, Namibia is still a long way from meeting the
goals and standards set in these declarations.

The Inclusive Education Sector Policy was just recently introduced in schools, and only a
small number of teachers have been educated to provide inclusive curriculums. To attain the goals
of inclusive education, a comprehensive and approved strategy must be adopted.

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1.2 Problem Statement
The entire educational system needs to reform if inclusive education practices and attitudes
are to be promoted. The values of inclusion must be mirrored in all facets of the educational system
before there can be inclusive education (Kisanji, 1999).

Students continue to attend separate, special schools in many countries, including Namibia,
despite attempts by national and international organizations to implement inclusive education
practices in Namibian schools. Namibia's Education Sector Policy on Inclusive Education was
created in 2013 by the Ministry of Education and is currently in use (MOE, 2013).

According to what has been said, inclusive education can only function effectively if the
mentioned policy documents which are not the only ones have the intellectual and philosophical
weight. However, there is little evidence that the inclusive education objectives of the Ministry of
Education, as stated in these policy documents, have been effectively carried out. In the Hardap
Region, there is also minimal evidence of a formal review of inclusive education practices. It is
also unknown if the local educators embrace inclusive education and cater to the needs of all
children.

The effectiveness of inclusive education in the Hardap Region may be compromised by this
misunderstanding. The researcher felt it was essential to find out what secondary school teachers
thought about the difficulty of implementing inclusive education practices in regular schools and
to find solutions to these problems because teachers carry out the majority of the work in inclusive
education.

1.3 Purpose of the study

The purpose of this study is to investigate the factors affecting implementation of inclusive
education at Origo Primary School located in Rehoboth Namibia.

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1.4 Research Objectives
i. To examine factors that affect the implementation of inclusive education practices at Origo
Primary School.
ii. To establish how the teacher qualifications affect the implementations of inclusive
education practices at Origo Primary School.
iii. To identify strategies that can address challenges affecting the implementation of inclusive
education practices at Origo Primary School.

1.5 Research questions

i. What are the factors that affect the implementation of inclusive education at origo Primary
School?
ii. How does the teacher qualifications affect the implementations of inclusive education
practices at Origo Primary School?
iii. What are the strategies that can be used to address challenges affecting the implementation
of inclusive education practices at Origo Primary School?

1.6 Rationale, Relevance, and Significance of the Study

1.6.1 Rationale for the Study

The "how" of a piece of research is what is meant by "research technique." It focuses more
on the methods that a researcher uses when planning a study to make sure that the results are
accurate and meet the goals and purposes of the investigation. A quantitative method will be used
for this study. Quantitative research methods focus on precise measurements and the statistical,
mathematical, or numerical analysis of data from surveys, polls, and other types of questionnaires,
as well as the manipulation of previously collected statistical data using computational tools.

This investigation was done for a number of different reasons. The researcher is interested
in this area of study because he works in Namibian teacher education and knows a lot about special
needs education. The researcher has been teaching for almost 8 years. Because of what he saw, a
study was done to find out what makes it hard or easy for children with learning problems to get
an education in primary schools in Namibia.

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 The study is being done because it is thought that primary schools in Namibia need to use
inclusive education in a complete and well-guided way so that students who have trouble learning
can grow in the right way and, in the end, help them do well in school. The goal of this study is to
find out what factors affect how inclusive education for kids with learning disabilities is used in
primary schools. This will help improve how inclusive education is used for kids with learning
disabilities.

1.6.2 Significance of the Study

By analysing the variables that affect the implementation of inclusive education for kids with
learning disabilities in primary schools, this study hopes to make a contribution to the area of
inclusive education. The Namibian Ministry of Education's administrators, researchers,
policymakers, and teachers are the target audience for the study. Teachers will have more
knowledge to help them make decisions on how to support difficult students in their classes. With
this knowledge, teachers will be able to complete their jobs more quickly, enabling children with
learning difficulties to attain their full potential.

We will better comprehend Namibia's inclusive education system thanks to the research.
Additionally, it will offer advice and commentary on more effective inclusive teaching strategies
for students with learning difficulties. Study on inclusive education for children with learning
disabilities, including research on how to enhance the implementation of inclusive education in
primary schools, will be based on the data and information provided by this project to academics.
This will fill a gap in the research on inclusive education because there hasn't been any published
research on the application of inclusive education for kids with learning difficulties.

Namibian officials will be able to create future policies that incorporate the implementation
of inclusive education based on the findings of this study. An important building block for the
creation of policies and the administration of inclusion in schools will be the examination of the
variables affecting the implementation of inclusive education for kids with learning disabilities in
primary schools. Due to the increased knowledge, consciousness, and comprehension that
inclusive education fosters, children with learning difficulties may benefit from its implementation
in Namibian schools. This study aims to provide primary schools with a foundation for developing
inclusive teaching practises.

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1.7 Nature of the Study
This study will use a quantitative research design to stick to an approved plan and get the
data it needs to reach its research goals. The difference between experimental and non-
experimental designs is very important in quantitative designs. The goal of experimental designs
is to look at changing and measured conditions (Gay et al., 2009).

1.8 Assumptions, Limitations, Delimitations

The best source of information on the factors impacting inclusive education practices
generally is thought to be teachers. Additionally, it is anticipated that the school administration
would give its blessing and that all teachers will consent to participate in the study.

It is a concern, though, because teachers might not be able to describe the obstacles to putting
inclusive education practices into practice. Even if the researcher thinks that teachers will be aware
of the challenges in implementing inclusive education, it's possible that some of them won't be. It
cannot be guaranteed that the study instrument reliably assesses how well teachers understand the
factors that influence the implementation of inclusive education practices, despite efforts to
validate it. It would be challenging to extrapolate the results from Namibia, a distinct developing
nation, to other parts of Africa or the rest of the world where learning environments vary.

This study will be delimitated to investigating the factors affecting implementation of

inclusive education at Origo Primary School. The study will also focus on Origo primary school
and its teachers.

1.9 Summary and Organization of the Remainder of the Study

In the first chapter, the study's background, the problem, and the goals of the study were
explained. This chapter also talked about how important and limited the study was. At the end of
the chapter, there was a section that explained the most important ideas used throughout the study.

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The following is the organization of the remainder of the study;

Chapter 2: This chapter gives a detailed explanation of the theoretical framework and a review of
the literature on the problem being studied. It puts the problem in the right context and shows how
similar studies have been done elsewhere.

Chapter3: In Chapter 3, the research methods that are going to be used for the study are explained.

Chapter 4: Chapter 4 is mostly going to be made up of the results of the study's research.

Chapter 5: In the last chapter, the main research results are going to be outlined. It is also give the
conclusion and give some recommendations.

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Chapter 2: Literature Review

2.0 Introduction
The point of this section was to talk about what researchers in other parts of the world have
found about inclusive education. There is an attempt to talk about what some studies have found
about the things that make it hard to implement inclusive education and how to deal with those
things. The first part of this chapter gives a theoretical framework. The second part focuses on
factors that affect how well inclusive education is implemented, and the third part looks at ways
to deal with factors that affect how well inclusive education is implemented.

2.1 Theoretical framework

2.1.1 Bronfennbrenner’s bio-ecological theory

The bio-ecological paradigm, which has had a significant impact on how people develop,
will serve as the study's foundation (Donald, Lazarus & Lolwana, 2002). No one lives in a vacuum,
therefore this approach takes that into account. Multiple systems that both influence and are
influenced by people are made up of people.

According to Bronfenbrenner's research from 1979, a kid grows and changes inside the four
nested systems known as the micro, meso, exo, and macro systems. All of these have some
connection to the chronosystem. The investigation behind this notion focuses on how a child
develops and changes in relation to other people in his or her life. Our view of how a person
develops and changes in relation to the various systems that make up his or her environment has
also been altered by the idea.

The difficulty, which was once thought to be a deficit or demand that the person had
inherently, is now thought to be a learning barrier that is frequently brought on by the systems that
are present around the person or how the systems interact (Donald, Lazarus & Lolwana, 2002).
The environment and societal advancements are referred to as "extrinsic" and "intrinsic" factors,
respectively, depending on how they affect a person's learning and development. Because each
"layer" affects how the individual evolves as a whole, the bio-ecological theory contends that it is
challenging to distinguish between the individual and their environment.

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 The ecological model developed by Bronfenbrenner is essential for inclusive education
because it illustrates how systems and the people who live in them change and adapt. It does so by
emphasising the various factors operating within and across different systems and promoting
awareness of inclusive education (Singal, 2014). The framework allows us to take into account a
child's environment on various levels, from immediate environmental contacts (micro-systems) to
the impact of larger societal factors (macro-systems), while also taking into account the effects of
relationships and interactions between levels (meso- and exo-systems), as well as the impact of
time on a personal level (chrono-system).

The majority of meso-level schools do not have the necessary infrastructure to house all of
their students. Teachers lack the necessary abilities to effectively serve kids with special needs
since they are not taught or trained to deal with such students. The time or resources needed by
schools to support pupils with special needs are lacking. Most schools lack teachers who are
qualified to teach inclusively, and organisations like the regional directorate don't do enough to
support teachers (Haitembu, 2014).

Not all clusters at the exo level receive the funding they require to make adjustments and
hold meetings to talk about inclusive education. Your financial situation might affect your ability
to interact with people on a variety of levels. To make inclusive education better, we need to talk
about it more. The majority of managers lack the necessary skills to deal with the situation when
neither they nor their staff have received training in inclusive education (Haitembu, 2014;
Marimuthu & Cheong, 2014).

There are no internal policies that, at the macro level, direct the implementation of inclusive
education. The regional office only has one school counsellor, thus that person is unable to visit
every school in the area. The infrastructure at this level also falls short of meeting the demands of
learners with special needs. Additionally, there aren't any authorities on inclusive education at this
level (Mwes, 2002).

The ecological system's predictions for the entire system are not fulfilled. This is most likely
a result of a lack of knowledge regarding inclusive education and how it is carried out. Engaging
at least one professional therapist for each circuit to help them do their duties more effectively is
the simplest way to address this issue. There should be at least two psychologists present. All
teachers must get training in inclusive education, which must be given priority in schools.

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Teachers-in-training institutions must make sure that their students undergo a foundations course
or obtain inclusive education training.

This theory best fits the study since it emphasises the difficulties in implementing inclusive
education practises in Namibian schools.

2.2 Factors hindering the implementation of inclusive education

Several things make it hard to implement inclusive education on a global scale. Students
with special needs drop out of school because of problems like bad policy making, bad teacher
attitudes, a lack of teacher training, not enough support and resources, and bad curriculum. (Bines,
2000; Mutisya, 2010; Odhjambo, 2014;Haitembu, 2014 & Stofile, 2008).

2.2.1 Policy issues

In 2011, Precey performed research on the impact of inclusive leadership on educational
policies in European nations. He found that nations needed inclusive leadership for inclusive
education policies and programmes to be successful. Mittler (2005) investigated potential links
between the regular and special education systems. He discovered that for inclusive education to
be successful, countries needed clear policies and curriculum adjustment at the central
government, local government, and, most significantly, at each mainstream and special school.
Additionally, he thinks that these rules ought to be supported by transparent implementation
processes and timelines.

Bines (2000) examined changes in government policy for kids with special needs in a study
that is connected to this one. He saw that policy orientation and coordination were seriously
deficient, which complicated a thorough, all-encompassing approach. She asserts that policy
formulation is encouraged even when special needs kids are enrolled in regular classes. It might
be difficult to improve provision and outcomes when policy and practise have certain traits, like a
lack of coordination and focus. According to Cole (2006), there was a disconnect between policy
and its execution, necessitating policy oversight and monitoring in order to spot implementation
issues and suggest solutions for increasing diversity in education.

In a second study, Mambo (2011) looked into the opinions of teachers at one typical primary
school in the Southern Highlands Province of Papua New Guinea regarding the adoption of
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inclusive education. She found that teachers lacked the necessary training and professional
development to be knowledgeable about inclusive education policy and practise. She is of the
opinion that every level of government ought to allocate separate funding for inclusive education.
Moodley (2002) looked into a variety of distance learning-related inclusive education strategies.
To enable all stakeholders learn more and take more initiative, he contends that inclusiveness
should be the most crucial aspect of the development process and should be weaved throughout
all policies. Additionally, he asserts that policies must show support for educators, the
development of teaching and learning for all students, and the institutions that are held
accountable. This is especially valid for laws that control the curriculum and student evaluations.

2.2.2 Teacher attitudes

One of the biggest problems with inclusive education is that teachers don't always agree with
its goals or how it works. There are many reasons why people don't like the idea of putting students
with special needs in regular classes. Many teachers think they aren't ready to meet the needs of
students with special needs. (Peakock, 2016). Teachers may see the child as a liability in the
classroom, someone who makes it hard for them to teach students with normal development
(Newton, Cambridge & Hunter-Johnson , 2014).

In a study that looked at how the attitudes of general and special educators about their jobs
in inclusive co-teaching situations affected teaching practises and how much students learned in
the inclusion classroom, Peacock (2016) says that teachers' attitudes are complex and vary. He
says that teachers have a bias against students with special needs because they don't trust that they
can teach students with special needs well. Also, they say that teachers who don't like students
with special needs might think that students with special needs should be taught separately so that
they can get enough individual attention. Because people don't know enough about inclusive
education or haven't been trained in it, they have these attitudes. Kurniawati, Minnaert,
Mangusong, and Ahmed (2012) looked into Jakarta, Indonesia primary school teachers' views on
inclusive education to back up what was said above. Their results show a link between special
education training, teaching experience, and how teachers feel about their jobs.

Zulu says that teachers' negative feelings about inclusive education were caused by their lack
of knowledge and skills, lack of training in working with students with special needs, and lack of

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proper support (2007). Newton et al. (2014) looked at how teachers in the Bahamas felt about
policies and practises that make education more open to everyone. They also found that teachers'
bad attitudes and inability to help students with special needs were caused by a lack of training,
large class sizes, a lack of resources, and a lack of administrative support. Mastropieri and Scruggs
found that teachers didn't want to or didn't want to teach kids with special needs because they
thought they didn't have the training, time, extra materials, and resources they needed. Al-Zyoudi
(2006) looked at the things that affect how teachers feel about inclusive education. Al-Zyoudi
found that the types and levels of disabilities presented to teachers, the length of their training and
experience as teachers, their past interactions with students with special needs, their confidence in
their own ability to plan inclusive activities, and their curricula all had a big effect on their
attitudes.

2.2.3 Lack of teacher training

Teachers need to be ready to help students with special needs. Gwala (2006) looked into the
difficulties teachers in the eThekwini Region of Kwa-Zulu Natal encountered when implementing
inclusive education in primary schools. She noticed a connection between teachers' backgrounds,
attitudes, gender, and class size, as well as the difficulties and restrictions associated with
implementing inclusive education. She noted a number of obstacles to establishing inclusive
education, including attitudes and skill levels of the teachers. The impact of training on the skills
and readiness of regular teachers in inclusive secondary school classrooms in Malaysia was
examined by Marimuthu and Cheong (2014). This supports what was previously said. According
to them, teachers need to be well-trained, knowledgeable, and skilled in order to help children with
special needs develop the necessary values, confidence, and support.

In a different study, Haitembu (2014) examined the delivery of inclusive education in

Namibia's Omusati region. Education authorities were aware of their duties in delivering inclusive
education, but he found that their opinions on how important those duties were differed. She also
claims that the Omusati region of Namibia's teachers face difficulties since they do not receive
enough on-the-job training and are not knowledgeable about inclusive education. The challenges
of implementing an inclusive education policy in the Rarieda Sub-public County's elementary
schools are also covered by Odhjambo (2014). Children with disabilities were not allowed to attend
traditional schools because of problems with the curriculum, rules, and materials as well as a dearth
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of training for important stakeholders like teachers, administrators, parents, and district education
authorities. This was brought on by the fact that important players lacked the skills and knowledge
necessary to resolve issues that arose during the implementation of inclusive education.

Zulu (2007) found that in order to establish inclusive education, teachers were essential. She
also discovered that in order for inclusion to be successful, educators need to receive
comprehensive, suitable training in addition to ongoing, pertinent training. Horne and Timmons
(2009) contend that for inclusion to succeed everywhere in the globe, educators must possess the
required skills, have sufficient backing, and adopt a positive outlook. Additionally, teachers may
become irate and guilty for not doing their best for each and every student in the classroom if they
do not comprehend the need or are confused of what to do.

Norwich and Lewis (2007) found that education and professional development are also
essential for the accomplishment of inclusive education. They contend that training and education
of teachers is necessary before they are put into practise in order to provide them with fundamental
abilities and real-world knowledge, particularly with regard to grasping key concepts in inclusive
education. In addition, Maria (2013) looked into how differently teachers felt about inclusive
practises in schools and what they knew about them. She discovered through surveys and focus
groups that teachers struggled the hardest to put inclusive ideals into practise because of a lack of
initial and continuous training, prejudice against children with special needs, and a lack of time.
She also asserts that in order to teach pupils with special needs, teachers need to complete
specialised training.

2.2.4 Lack of adequate support and resources

Petriwskyj (2010) did a mixed-methods study in Australia to look at the factors that affect
how children grow, learn, and get along. The study's results showed that teachers needed
opportunities for professional development that dealt with both common problems and new ways
to solve them. The implementation of inclusive education was affected by the fact that teachers
didn't have easy access to support services, there were not enough resources, and teachers didn't
know much about diversity. Traditional teachers need the right kind of help to be able to handle
the unique needs and challenges of inclusive classrooms. Educational psychologists, remedial and
special educators, enough training for teachers, a lot of resources, collaboration, and easy access,

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as well as raising awareness with teachers and involving them in the process of making decisions
or creating content, could all help.

Calero and Benasco looked at the quality of inclusive education in Austria, Spain, Finland,
France, Ireland, Iceland, the United Kingdom, and the Czech Republic in a separate study (2015).
They found that one of the main problems was a lack of help from school officials and a need for
more resources. They suggested that students with special needs be helped by experts. According
to the above, Chaula (2014) looked at the problems teachers in primary schools in Tanzania had
when trying to implement inclusive education. The author says that implementing inclusive
education is hard because there are so many kids, teachers and parents don't work together, the
government doesn't help, and the policy isn't clear.

Mwaura (2004) also looked into factors that could affect the implementation of inclusive
education for children with special needs in the public and elementary schools of Kenya's Kikuyu
division and Kiambu district. She says that to promote inclusive education, the right learning tools
and support services should be made available and used. The study also shows that the school
environment needs to be changed to help students with disabilities, that the curriculum needs to be
changed to fit the different kinds of disabilities, that teachers need more training because there
aren't many who are qualified to teach students with special needs, and that legal and policy
frameworks need to be put in place.

The survey also shows that principals are very against using the few resources that are
available to help kids with special needs. This is because there isn't enough clear advice about what
schools should do to help with inclusion. In the same way, Randiki (2002, cited in Mutisya, 2010)
says that the materials should be put in a place where anyone who needs them can get to them
quickly. Chimhenga (2016) also did a study in primary schools in Bulawayo, Zimbabwe, to find
out if resource materials affected whether or not students with learning disabilities got an inclusive
education. She noticed that inclusive education didn't have enough computers, teachers with the
right skills, money, and classrooms for students with special needs.

2.2.5 Curriculum issues

One of the most crucial tools must be evaluated if inclusive education is to be successful:
the curriculum. The curriculum is considered to be one of the main obstacles to the implementation

14
of inclusive education, according to Miles, Miller, Lewis, and Kroft (2001) and Stofile (2008). The
curriculum must be produced, modified, and enhanced on a regular basis in order for schools to be
able to satisfy the needs of a wide variety of pupils because it is such a crucial educational tool.
Additionally, the curriculum needs to be modified to accommodate various disabilities.

In their Save the Children UK statement, Miles et al. (2001) assert that the curriculum and
testing system should be appropriate for all children. This declaration aimed to increase school
accessibility for students with disabilities and raise awareness of their needs. In addition, they
contend that with a flexible curriculum, all students may learn and benefit from school, and their
successes can be recognised. According to Mitller (2002), the curriculum should take into account
different cultures, beliefs, and values. The curriculum must also be structured and delivered so that
it is accessible to all students. Furthermore, according to Mongwaketse (2011), the current
curricula utilised in traditional schools are rigid and provide a substantial amount of information.
He argues that the curriculum's structure causes special needs students to be excluded from
mainstream education and even marginalised. According to Budginaité, Siarova, Sterndel,
Mackonyté, and Spurga (2016), a curriculum that is overly rigid, centralised, and does not take
into account the many types of learners engaged may hamper learning.

Dagnew (2013) conducted research to determine what made supporting inclusive education
for all students easy or difficult for the Bahir Dar municipal government. She found that it was
difficult to implement inclusive education due to a number of factors, including classroom design,
teacher attitudes, a lack of SNE teachers, the requirement for an individualised curriculum, the
accessibility of teaching resources, and frequent teacher practise in the classroom. Mwes (2002)
also emphasised that the curriculum should be wide and try to give all children the similar types
of learning and experiences in his study of how Namibian teachers felt about inclusive education.
Additionally, he thinks that a well-balanced curriculum will enable each subject to develop
properly without being unduly specialised or neglected. He continues by saying that the curriculum
needs to be sufficiently diverse to account for the skills and circumstances of individual students.
Similar to this, Stofile (2008) looked into the elements that helped or hindered the adoption of
inclusive education in a district of the Eastern Cape. He concurs that the curriculum needs to be
open to all students in order for schools to be able to address the variety of needs of their students.

15
2.3 Strategies to address challenges affecting the implementation of inclusive education
Strategies are needed to deal with the problems that affect how inclusive education is put
into place. Mărgăriţoiu looked at how teachers at inclusive schools and parents of students with
special needs talked to each other in Ploiesti in 2010. She thinks that for inclusive education to
work, everyone must be involved and work together. She goes on to say that parents and everyone
else involved in raising and teaching students with special needs must work together if inclusive
education programmes in inclusive schools are to work. Ali, Mustapha, and Jelas (2006) talk about
how important it is for regular and special education teachers to work together. They also say that
inclusive education must follow certain rules.

Peacock (2016) looked at how general educators and special educators saw their jobs in
inclusive, co-teaching environments. She also looked at how these views affected how teachers
taught and how students learned in the same way. She knew that regular teachers and teachers of
students with special needs had to work together and share responsibilities and professional
development in order for an inclusive class to work well.

Mărgăriţoiu (2010) found that as the number of inclusive schools grew, some teachers
became more aware of the importance of professional development and training, among other
things, when putting inclusive education into place. For the training for the inclusive education
programme to work, the educators stressed how important it was to include all professional
categories. In a different study on inclusive education, Valeeva (2015) found that a system of
special training, retraining, and professional development for teachers who specialise in it is
needed to improve how it is used.

According to Mărgăriţoiu (2010) and Valeeva (2015), itinerant teachers are important in the
education process because they can help implement personalised learning and provide training
materials or worksheets to relieve regular teachers of some stressful and time-consuming daily
tasks.

Mumbi (2011) did a separate study on the problems that came up when Kenyan public
elementary schools in the city of Nyeri tried to use an inclusive education programme. She realised
how important education and the influence of family were. According to the research, funding for
inclusive education and children with special needs should be increased, and major educational
stakeholders should run active public awareness campaigns to make more people aware of the
16
need for inclusive education programming. Setting up active connections between teachers in
regular schools and special schools can help close the gap between what people know in theory
and how they are taught now. Also, Sanjeev and Kumar (2007) tried to figure out what kind of
education all students in mainstream classrooms needed, with a focus on those who were most
likely to be left out or left behind. They say that the educational needs of all children in every
community must be met, and that the federal and state governments must give teachers the training
they need to run classes that are open to everyone.

Samson (2011) also wanted to make a list of good practises that were in line with the ADA's
goals. She says that physical accessibility is a valid accommodation when it is part of a larger plan
to solve problems that come up when inclusive education is put into place. She also says that it
should be looked into how existing services could be changed to make them easier for everyone
to use. Samson (2011) also suggests changing how students sit, giving students with special needs
more time to finish assignments, and changing how instructions and questions are written. Haider
(2008) also says that schools should offer inclusive classes with enough resources and help from
school administrators, principals, parents, teachers, and students. Mwaura (2004) says that to
improve inclusive education, the right learning tools and support services need to be made
available and put into place. The results show that changes need to be made to the learning
environment to help students with disabilities. The report also says that children with special needs
have access to the right kinds of help and teaching materials. Last but not least, legal and policy
frameworks must be made to make sure that inclusive education continues.

Idol (2006) looked into and described how special education services were given in four
elementary schools, four middle schools, and four high schools in a large school district in the
south. According to the results of her study, more teachers were hesitant to include children with
special needs, and many chose to include students with the help of a special education teacher or
instructional assistant. They also wanted the resource room services to keep going. She also
noticed that most teachers wanted to use teaching tools to help all students, not just those with
disabilities. She saw that most teachers were eager to take part and emphasised how important it
was to have administrative support when making programmes for inclusive education.

Zarghami and Schnellert (2004) say that McCrea suggested a class size of 1:15 for special
education in order to successfully implement inclusive education and give students with special

17
needs the help they need. McCrea says that when the number of students per teacher was lower,
teachers spent more time teaching students with special needs. Also, as class sizes got smaller, the
number of referrals for discipline went down a lot, and teachers' morale and attitudes about
teaching got better. Tan (2014) looked into the social and cultural barriers that made it hard for
children with special needs to learn in two traditional Chinese primary schools. The study found
that the biggest thing that stopped students from being included was having too many students in
one class. The schools said they solved this problem by putting students into smaller groups so
they could work together and learn from each other.

Mukhopadhyay, Nenty, and Abosi (2012) also looked into how important people in
Botswana's South Central region felt about putting kids with disabilities in regular schools. They
show that most principals were in favour of smaller class sizes and that most teachers would rather
have students with mild disabilities in their classes than students with severe or profound
disabilities. Mwes's (2012) study on educators' attitudes toward inclusive education also found that
teachers needed help from social workers, psychologists, and therapists, and that class sizes were
a major concern. Mutisya did research in the Awach Zone of Kabondo, Kenya, in 2010 to find out
what factors affect whether or not students with special needs can go to regular primary schools.
She says that students with special needs need help from people like speech therapists who are not
teachers. She also talks about how the community takes part in activities that are open to everyone
and how they need more motivation and ongoing awareness to keep their spirits up.

In a separate study, Sambo and Gambo (2015) looked at the problems and roadblocks to
inclusive education and found important ways to put inclusive education into practise in Nigeria.
Early identification is one of the ways that inclusive education can be put into place. This is
because it helps to reduce the effects that disabilities may have on a child's development and
increases their chances of being included at school and in society. It could also lead to early help,
which often makes the child's situation better. They also show how important it is for parents and
families to be involved in inclusive education, since they know the children best and may be able
to understand their challenges and potential better than anyone else.

18
2.4 Summary
This chapter looked at the study's theoretical foundation. It also talked about things that make
it hard to implement inclusive education. It did this by focusing on policy issues, teacher attitudes,
teacher training, enough support and resources, issues with the curriculum, and ways to deal with
problems that make it hard to implement inclusive education.

19
CHAPTER 3: RESEARCH METHODOLOGY

3.1 Introduction
In this section, the steps for gathering information and analyzing it for the study are
explained. Demographics and the setting of the study, the sample, the research tool, the results of
the pilot study, the method, the analysis of the data, ethical concerns, and validity and reliability
issues are just some of the things that need to be thought about.

3.2 Research Questions

i. What factors influence the implementation of inclusive education at Origo Primary School?

ii. How do teacher qualifications influence the use of inclusive education approaches at Origo
Primary School?

iii. What are some solutions for dealing with obstacles to the adoption of inclusive education
practices at Origo Primary School?

3.3 Research Methodology

In order to adhere to a timeline and get the data required to address the research questions,
this study used a quantitative research design. Understanding the difference between experimental
and non-experimental quantitative designs is essential. Using experimental approaches, controlled
and uncontrolled influences are examined (Gay et al., 2009). During an experiment, the researcher
has some control over the actions of the participants. The non-experimental designs have no impact
on the variables. By accumulating participant observations or data, a researcher can provide an
explanation for a phenomenon without carrying out an experiment.

In this study, it is not anticipated that the researcher will have any direct impact over the
views of the teachers about the issues that affect the implementation of inclusive education. In
light of this, an approach free of experiments is ideal for this research.

20
3.4 Research Design
A research design is a set of instructions and suggestions on how to solve a research topic,
according to Gay, Mills, and Airasian (2009). The main objective of a study design is to assist the
researcher in deciding on the most efficient way to gather correct data (Mwes, 2002). In order to
adhere to a timeline and get the data required to address the research questions, this study used a
quantitative research design.

Understanding the difference between experimental and non-experimental quantitative

designs is essential. Using experimental approaches, controlled and uncontrolled influences are
examined (Gay et al., 2009). During an experiment, the researcher has some control over the
actions of the participants. The non-experimental designs have no impact on the variables. By
accumulating participant observations or data, a researcher can provide an explanation for a
phenomenon without carrying out an experiment.

In this study, it is not anticipated that the researcher will have any direct impact over the
views of the teachers about the issues that affect the implementation of inclusive education. In
light of this, an approach free of experiments is ideal for this research.

The survey method was chosen because it focuses on respondents' self-reports, which are
regarded to be representative of the entire population and may cover a wider range of problems
(Mertens, 2010). The most accurate approach for discovering what sizable populations believe and
feel is through surveys. They can also be used to both describe and explain.

3.5 Population and Sample Selection

The 99 teachers of Omaheke Secondary School were the subject of this investigation. There
are twelve high schools nearby (Education Management Information Systems, 2014). Based on
their group connections and random selection from the population of interest, 80 teachers were
chosen.

3.6 Instrumentation
The information was gathered using a questionnaire with pre-written questions. The study
problem and research objectives guided the selection of the instrument's components. In the first

21
stage, we looked into school, gender, age, mother tongue, qualifications, teaching experience,
average class size, and special education training. In the second section, we looked at the elements
of putting inclusive education policies into practice. In the third section, we looked at potential
answers to problems that can arise during implementation.

3.7 Validity
Validity refers to the meaningful interpretations researchers make from their data and
analysis by in a reasonable way The two dimensions of research validity are internal validity and
external validity. Internal validity relates to whether the instrument or method measures what it is
supposed to measure, whereas external validity refers to whether the results may be used outside
of the area of the current study. To meet the quantitative research validity standards, researchers
must demonstrate both internal and external validity. It is feasible to improve the internal and
external validity of a quantitative study by avoiding potential problems throughout its design and
implementation (Lazaraton & Hatch, 1991).

Internal validity investigates whether observed effects on dependent variables may be

attributed to independent variables (Golafshni, 2003). The researcher used this type of validity to
see if the things (independent variables) influenced the implementation of inclusive education
(dependent variables). Internal validity of a study may be jeopardized by defects in the research
instrument or insufficient control for crucial factors. As a result, it is critical to examine how well
the investigation's findings assist to reaching the goal.

External validity, on the other hand, is a measure of the results' suitability in many contexts
(Golafshani, 2003). If a study lacks external validity, its findings cannot be used elsewhere. It was
critical that the researcher's results could be applied to other local schools that were already using
the inclusive education paradigm.

The validity of the instrument was evaluated during the pilot phase by asking teachers if the
data they collected accurately reflected the elements affecting inclusive education. I tried hard to
relay the story exactly as it was told to me, while keeping a continual focus on the study findings.
Because the concept of this inquiry was sound and accurate, the results could be accurately
understood. The readings from the device were double-checked to ensure they accurately reflected
the creative process.

22
3.8 Reliability
The word reliability is used to describe how consistently the same events are categorized in
the same way by different observers or by the same observer in different situations. After the first
evaluation, I paid close attention to the data to see if any of the same categories had been moved
into other ones. Dependability includes being able to reliably get the same results over and over
again. To put it another way, if the same study is done on a different but similar subject, the same
results will come out (Golafshni, 2003).

Information for this study came from high school teachers in the Omaheke area. This
information was collected after a thorough review of the literature and clear research goals were
set. The results can be trusted because careful steps were taken to collect the data and a plan was
made to control and reduce mistakes during data collection and analysis. This backs up the results
of the study, suggesting that they are correct and reliable.

3.9 Data Collection and Management

The first survey was given to the teachers at a time that was convenient for the vast majority
of them. This was done with the assistance of the administrators. The researcher met with the
principals at each site to explain the study's objectives. Furthermore, he or she notified the
educators that the findings will be used to improve their working conditions. Following that, the
researcher collated all of the completed surveys from teachers.

3.10 Data Analysis Procedures

SPSS was used to look at most of the responses (SPSS). The researcher looked at how many
people gave each answer by using descriptive statistics like frequency and percentage. Also, the
chi-square test was used to compare the means of groups with different demographic
characteristics, such as gender, age, native language, educational background, years of teaching
experience, student-teacher ratio, and special education certification. The chi-square test is a useful
goodness-of-fit test for categorical data like percentages and percentage changes. It compares the
observed distribution to the expected distribution by measuring how similar the two are (Gay,
Mills & Airasian, 2009). To get data from free-form survey responses, people had to spend a lot
of time typing.

23
3.11 Ethical Considerations
Ethics training is important because scientists have a duty to keep their subjects safe (Cramer
& Howitt, 2005). "Consent must be informed and free," write Terre Blanche and Durrheim (1999).
Participants must be given a full, clear, and precise explanation of what they are expected to do.
After the researcher did a thorough check, the people who were going to be part of the study were
told about it and gave their permission.

The researcher told the person that they could stop at any time if they didn't feel comfortable
answering questions honestly or talking about things at school. Participants will learn about what
it's like to be a student with special needs and find out what gets in the way of inclusive education.
This will help them provide better education for everyone. After the study is done, the researcher
plans to share the results and suggestions with the Ministry of Education and local educational
institutions.

3.12 Limitations and Delimitations

Most people agree that teachers are the best people to talk to about the things that affect
inclusive educational practices. We also think that the school administration will agree with the
study and that all teachers who want to take part will say yes.

Teachers may not be able to see or explain the problems that stop them from putting inclusive
education policies and practices into place. Researchers may assume that teachers know everything
there is to know about the problems they have to solve in order to use inclusive education in their
classrooms. However, this is not always the case. Even though we tried to analyze the research
tool, we can't be sure that it accurately measures how much teachers know about the factors that
affect how inclusive education practices are used. Because learning environments are different
around the world, it is hard to apply results from Namibia, a separate developing country, to the
rest of Africa or the rest of the world.

To keep our research from getting too big, we will only look at how certain things affect the
inclusive education program at Origo primary School. There will also be school teachers from
Origo in the study.

24
3.13 Summary
This chapter talked about how to collect and analyze data. Random sampling was used to
choose the people in the sample. To take part in the study, the researcher chose 80 teachers from
the target group. The researcher used questionnaires to find out about things. SPSS was used to
look at the data after it was brought in from the questionnaire (SPSS).

25
CHAPTER 4: Chapter 4: Data Analysis and Results

4.1 Introduction
In this chapter, the main goals of the study are used to organize the results that were found during
the study.

4.2 Demographic data

Chart 4.2: Gender of participants

Gender

43% Female

57% Male

The above chart shows that there were more female respondents 57% than male respondents 43%.
It's not surprising that most of the people who answered were women because there are more
female teachers than male teachers at Origo Primary School.

26
Chart 4.2.1: Age of participants

Age of Participants

9% 17%
15% 20-25
26-30
7%
31-36
52% 37-45
45 or more

The above chart shows that 52% of the participants in this study were aged 26-30 years, 17%
were aged between 20-25 years, while 15% were aged between 37-45 years. The data also shows
that 9% of the participants were aged 45 years or more while only 7% of the participants were
aged between 31-36 years.

27
Figure 4.2: Academic Qualification

Academic Qualification

35

30 33

25

20
20
15 17

10
10
5

0
Diploma Degreee Honours Degree Masters Degree

The data shows that 33 of the participants have a honours degree, while 20 of the participants
have a degree. The data also shows that 17 of the participants have teaching diploma while only
10 of the participants have a master’s degree.

28
Chart 4.2.2: Number of years in teaching

Number of years in teaching

4%
8%

6%
1-5 years
5-10 years
10--15 years
58% 15-20 years
24%
20 years or More

The above chart shows that 58% of the study’s participants have worked as teachers for 1-5
years, while 24% have worked as teachers for 5-10 years. The data also shows that 8% of the
study’s participants have worked as teachers for 15-20 years, the data also shows 6% of the
participants in this study have worked as teachers for 10-15 years while only 4% of the participants
have worked as teachers for 20years or more.

29
Figure 4.2: Special education training received

Special Education training recieved

IN-SERVICE TRAINING 3

SPECIAL EDUCATION 7

NO TRAINING 70

0 10 20 30 40 50 60 70 80

The above figure shows that the majority (70) of participants stated that they had no training
in special education, while 7 teachers, stated that they had some training in special education. The
data also shows only 3 of the study’s participants have received some sort of special education
through in-service trainings.

30
4.3 Factors affecting the implementation of inclusive education
Table 4. 3. Policy issues affecting implementation of special education

STATEMENT Extent of agreement or disagreement with

STATEMENT Disagreed Not sure Agreed Total

statement
f % f % f % f %
Countries do need effective 5 6.7 8 10.0 66 83.3 80 100
inclusive leadership for inclusive
education policies and programmes
to work well.
Weaknesses in policy orientation 1 1.1 13 16.7 65 82.3 80 100
and coordination hurt an approach
that looks at the whole picture and
includes everyone.

Even though there are inclusive 7 8.8 16 20.0 57 71.1 80 100

policies in place and schools say
they are inclusive places, there is
still some exclusion.

For inclusion to work, teachers

need to be led in a way that is
1 1.1 2 2.2 76 95.5 79 98.9
supportive.
Policies for schools should include
plans for inclusive education and
3 4.4 5 5.6 72 90.0 80 100
how to do it.

83.3% of all teachers believed that for inclusive education policies and programmes to be
successful, there needed to be inclusive leadership at the national level. This emphasizes how
crucial leadership is to implementing inclusive education initiatives. 10% of the sample members
were uncertain, and 6.7% disagreed. The implementation of a comprehensive strategy was
challenging, according to 74% of the 82.3% of respondents, since there was a lack of policy

31
orientation and coordination. 1.1% respondents disagreed with the statement, while 16.7%
respondents were unsure. Furthermore, 71.1% of respondents said that there was still some
exclusion despite the existence of inclusive policies and the goal of schools to be inclusive
environments, reflecting the reality on the ground. 8.8% disagreed, while 20% were unsure. The
results showed that 95.5% of the sample agreed that teachers must take the lead in order for
inclusion to occur, whereas 2.2% were uncertain and 1.1% disagreed. Additionally, 90.0% of all
teachers believed that inclusive education should be included in school policies and how to
implement it, whereas 4.4% and 5.6% disagreed.

Table 4.3.1: How Resources and adequate support affect implementation of special
education

STATEMENT Extent of agreement or disagreement with

Disagreed Not sure Agreed Total
STATEMENT statement
f % f % f % f %
Teachers may not be able to
implement inclusive education if they
don't have enough resources or access
to support services. 9 11.2 6 7.8 64 81.1 80 100.0

There needs to be enough help for

mainstream teachers to help meet the
special needs of students in inclusive
classes. 5 5.5 1 1.1 74 93.3 80 100.0

The people in charge of giving advice

don't give teachers enough and basic
7 8.9 10 12.2 63 78.9 80 100.0
help.

Schools shouldn't have experts on

hand to help put inclusive education
63 78.9 3 4.4 14 16.7 80 100.0
into place.
Schools should have enough money
and supplies to meet the needs of all
2 3.3 1 1.1 78 96.6 80 100.0
their students.

32
Co-teaching with a teacher who helps
students who need extra help will
3 4.4 11 14.4 63 80.0 79 98.9
make inclusive education better.

Help from specialist teachers is an

important part of making inclusion
3 4.4 3 4.4 73 91.2 80 100.0
work.

Computers could be a useful tool for 6 7.8 14 17.8 59 74.4 80 100.0

teaching in regular classes where
students with and without special
educational needs are together.

According to the research, 81.1% of teachers agreed that a lack of resources and support
services could make it harder to implement inclusive education, while 11.2% disagreed and 7.8%
weren't sure. In addition, 93.3% agreed that mainstream teachers in inclusive classrooms should
have sufficient support to address each child's particular needs. 1.1% and 5.5% respondents were
unsure.

When asked whether the advisory staff provided teachers with adequate basic assistance,
78.9% teachers agreed, 12.2% teachers were unsure, and 8.9% teachers disagreed. Additionally,
16.7% of teachers agreed, 4.4% disagreed, and 78.9% of all teachers thought schools shouldn't
have professionals on staff to help with the implementation of inclusive education.

96.6% of respondents who were asked if schools should have enough funding to cover all
students' needs agreed, 3.3% disagreed, and 1.1% was undecided. Additionally, 80% teachers
thought that co-teaching with a remedial teacher would enhance the quality of inclusive education.
4.4% teachers disagreed, while 14.4% were unclear.

According to the sample size, 91.2% respondents, thought that additional support from
qualified teachers was required for successful inclusion. 4.4% individuals disagreed, and 4.4%
were unsure. Computers may also help typical classrooms that include students with and without

33
special educational needs succeed, according to 74.4% of all teachers who took part in this study.
7.8% teachers disagreed, while 17.8% were unclear.

Table 4.3.2: Curriculum issues and implementation of special education

STATEMENT Extent of agreement or disagreement with

STATEMENT Disagree Not sure

statement Agree Total
f % f % f % f %
The inclusion of students with
and without special needs in all
lessons is impossible with a rigid
curriculum. 16 20.0 14 17.8 50 62.3 80 100.0

Survival skills should be taught in

the classroom.
6 7.7 6 7.8 66 83.4 79 98.9
The pace of learning for the
students should be respected by
6 7.8 7 8.9 63 81.1 78 97.8
the teachers.

A flexible curriculum gives every

child the opportunity to learn and
7 8.9 3 4.4 68 85.5 79 98.9
gain from education.
Teachers are unable to implement
inclusive education because the
17 21.1 13 15.6 50 63.3 80 100.0
curriculum is overloaded with
material.
Teachers strictly adhere to the 10 13.3 8 10.0 62 76.7 80 100.0
curriculum, making it impossible
for them to give attention to
students who have specific needs.

Children with and without special needs reportedly cannot engage in all lessons if the curriculum
is rigid, according to 62.3% of teachers. 17.8% individuals were unsure, whereas 20% people

34
agreed. The survey revealed that 83.4% of all teachers agreed that survival skills should be taught
in the classroom, whereas 7.8% were unsure and 7.7% disagreed.

The findings also indicate that the majority of teachers 81.1% of the sample think that it is
appropriate for teachers to instruct at their pupils' paces. 7.8% of those surveyed disagreed, while
8.9% were unclear. A flexible curriculum also allowed every child to learn and benefit from school,
according to more than 85.5% of the teachers, while 8.9% disagreed and 4.4% were undecided.

The data shows that 63.3% of the sample agreed that a lack of resources prevented teachers
from providing inclusive education, whereas 21.1% of the respondents disagreed and 15.6% of the
respondent’s expressed scepticism. In addition, 76.6% of the sample members said that teachers'
adherence to the curriculum made it challenging for them to focus on students with special needs.
Just 13.3% of those surveyed were in agreement, and 10% were undecided.

4.4: How the teacher qualifications affect the implementations of inclusive education
practices
Table 4.4: Teacher Qualification

STATEMENT Extent of agreement or disagreement with statement

Disagree Not sure Agreed Total
f % f % f % f %
The way teachers feel plays a
role in how inclusive education
8 10.0 8 10.0 62 78.9 79 98.9
is put into place.
The success of education for
everyone does not depend on
45 55.5 14 16.7 22 27.8 80 100.0
how teachers feel about it.
Teachers have enough faith in
themselves to teach everyone.
20 24.5 28 35.6 30 37.8 78 97.8

When teachers have bad 18 22.2 17 21.1 46 56.7 80 100.0

feelings about inclusive
education, it makes it harder to
put it into place.

35
 Too much is asked of teachers 16 20.0 14 16.7 50 63.3 80 100.0
because of inclusion.
Negative feelings about
inclusive education are made
worse by the lack of support
for teachers. 6 6.6 7 8.9 68 84.5 80 100.0
Teachers think that having
large classes makes it hard to
9 11.1 6 7.8 64 81.1 80 100.0
teach everyone.

The assumption that teacher attitudes played a role in the implementation of inclusive
education was accepted by 78.9% of the sample, while 10% disagreed and 10% were unsure. In
addition, of the teachers who responded to the survey, 55.5% of the total disagreed with the idea
that the success of inclusive education was unrelated to teachers' opinions, while 27.8% agreed
and 16.5% were unsure. In addition, 24.5% disagreed, while 35.6% were unsure and 37.8% of all
teachers said that educators had enough confidence to execute inclusive education.

The findings of this statement showed that 56.7%, agreed that the implementation of
inclusive education was inhibited by teachers' negative attitudes toward it. 21.1% of the teachers
were doubtful, and 22.2% of the teachers disagreed with the statement. Inclusion, according to
63.3% of the teachers places too many expectations on teachers, while 18% disagree and 16.7%
were unsure. 8.9% of the teachers surveyed disagreed with this statement, while 6.6% were unsure.
Overall, 84.5% of the teachers were in favour of inclusive education. Large class sizes, according
to more than 81% of teachers, hinder inclusive education. 7.8% persons were undecided, while
11.1% disagreed.

36
 4.3 How the teacher qualifications affect the implementations of inclusive education
practices
Table 4.3: Teacher qualification and implementations of inclusive education practices

STATEMENT Extent of agreement or disagreement with statement

STATEMENT Disagree Not sure Agree Total

f % f % f % f %

To ensure the effectiveness of inclusion,

teachers must get both suitable and
5 5.5 2 2.2 74 92.2 80 100.0
professional training as well as ongoing
training.

Pre-service teacher education

sufficiently prepares teachers to address
a variety of educational requirements in
the classroom. 17 21.2 11 14.4 51 64.4 80 100.0

Teachers lack expertise of how to work

with students with special needs.
7 8.9 5 6.7 64 82.2 78 97.9

Inadequate teacher preparation results

in reluctance to work with students with
10 13.3 7 8.9 62 77.8 80 100.0
special needs.

To ensure the success of inclusion,

teachers must get ongoing training in
educating students with special
educational needs. 2 2.2 2 3.3 75 94.4 80 100.0

Teachers require adequate preparation

to implement inclusive education.
5 5.5 1 1.1 74 93.3 80 100.0

37
 The poll found that 92.2% of all teachers agreed that teachers needed the required credentials
and frequent training for inclusion to be successful. 5.5% of the teachers and 2.2% of the teachers
disagreed with this claim. 64.4% respondents agreed, 21.2% disagreed, and 14.4% were unsure
when asked if they agreed with the statement that pre-service teacher preparation gives teachers
the necessary tools to support students with different learning needs in the classroom. In addition,
82.2% of teachers think they lack sufficient knowledge on how to engage students with special
needs. Six teachers were unsure, and eight disagreed.

According to the data above, 77.8% of all teachers agreed that teachers' inability to interact
with students who have special needs was due to a lack of training, while 13.3% disagreed and
6.7% expressed scepticism. 94.4% of the teachers agreed with the statement that teachers require
continual training on how to teach students with special needs for inclusion to be successful, 3.3%
were unsure, and 2.2% were opposed. Additionally, 93.3% of the respondents agreed that teachers
need sufficient training in order to deliver successful inclusive education. Only 5.5% of the
respondents disagreed, and 1.1% of the participants were unsure.

38
4.5 Strategies to address challenges affecting the implementation of inclusive education
Table 4.5: Strategies to address challenges affecting the implementation of inclusive
education

STATEMENT Extent of agreement or disagreement with statement

Disagree Not sure Agree Total
f % f % f % f %
To provide sufficient time for
students, the student-teacher
ratio should be lowered to 1:15.
11 14.4 3 4.4 64 81.1 80 100.0
To prevent time loss, each
school should establish a
3 4.4 2 2.2 74 93.3 80 100.0
specific class for students with
special needs.
Schools are not required to
provide additional
58 73.3 7 8.9 13 16.7 79 98.9
accommodations for students
with special needs.
Inclusive education is a difficult
and challenging endeavour;
5 5.6 8 10.0 68 84.5 80 100.0
therefore, good planning is
required.
To ensure the success of
inclusive education, all
2 2.2 2 3.3 75 94.4 80 100.0
stakeholders should be
encouraged to participate.
Creating support groups for
educators, parents, and students
will improve inclusive
education. 8 10.1 6 6.7 65 82.3 79 98.9

39
 Early identification will ensure
that students with special needs
1 1.1 3 4.4 72 92.2 78 97.8
receive the right support.

Teachers in secondary schools

and elementary schools should
collaborate to exchange best
practices for working with
students with special needs. 1 1.1 5 6.7 70 90.0 78 97.8

Government should develop

progressive programmes to
achieve a school environment
free of barriers. 7 8.9 10 13.3 60 76.7 79 98.9

People should learn more about

students with special needs and
2 3.3 2 3.3 72 92.2 79 98.9
their education.
Evaluations of inclusive
education programmes will help
find ways to make them better.
5 5.5 7 8.9 67 84.5 79 98.9

In order to provide pupils ample time, 81.1% respondents agreed that the student-to-teacher
ratio should be lowered to 1:15, while 14.4% disagreed and 4.4% were unclear. Additionally, the
vast majority of teachers 93.3% concurred that every school has to offer a special needs class to
save time wastage. 2.2% of the teachers were undecided, while 4.4% of the teachers disagreed.
Also, 73.3% of the teachers responded that special needs pupils do not require additional facilities
in schools, while 16.7% of the teachers agreed and 8.9% of the teachers were doubtful.

Additionally, 84.5% of the teachers thought inclusive education was a challenging and
intricate effort that needed careful planning. 5.6% of the teachers disagreed, while 10% were
unclear. Additionally, nearly all teachers 94.4% agreed that all stakeholders should be urged to

40
engage for inclusive education to be successful. Only 2.2% of the teachers and 3.3% of the teachers
agreed.

Building support groups for teachers, parents, and kids will improve inclusive education,
according to the data, which showed that 82.3% of the teachers agreed with. 10.1% disagreed, and
6.7% were unclear. In addition, 92.2% of the sample believed that early identification would help
students with special needs receive the necessary assistance, while 4.4% were unsure and 1.1%
was against. Additionally, the majority of teachers agreed that secondary school teachers and
elementary school teachers should work together to develop effective strategies for interacting
with students who have special needs. 2.2% disagreed, and 3.3% e were undecided.

76.7% of teachers, thought the government should pursue progressive programmes to

remove obstacles in schools 8.9% teachers disagreed, while 13.3% teachers were undecided. The
statistics show that 92.2% of teachers agreed that there should be increased awareness of special
needs children and their education, while 3.3% disagreed and 3.3% were unclear. Additionally,
84.5% of participants thought that it would be beneficial to continually evaluate inclusive
education programmes in order to find methods to improve them, while 8.9% were doubtful and
5.5% disagreed.

4.6 discussion of findings

4.6.1 Factors that affect the implementation of inclusive education

The majority of the teachers surveyed support the five policy statements that could have an
impact on how inclusive education develops. The contention that teachers must be led by people
who support them comes out on top if the comments are ranked by the number of votes they
received. According to the facts around this response, the majority of teachers claimed that in order
to complete their responsibilities more successfully, they required direction and policies from their
superiors. This outcome confirms Moodley's (2002) finding that policy should denote teacher
support. This would suggest that teachers need administrative assistance on the subject of inclusive
education in order to continue teaching kids with special needs and putting successful routines and
processes in place for these students. The execution of the inclusive policy may also be difficult if
senior management does not support it.

41
The second notion is that inclusive education policies ought to be put into practice in classrooms.
Nearly all teachers agree, according to the study's findings, that inclusive education should be
incorporated into school policy. Similar to Moodley (2002), inclusion should be at the forefront of
development and a part of all policies in order for everyone to acquire a better education and take
part in society more. This may be the case because, even with policies in place, inclusive education
will not be provided if it is not the main focus of the curriculum. Existing school policies make it
impossible to undertake inclusive education due to a lack of space.

Third, according to policymakers, for inclusive education policies and programmes to be

successful, nations need inclusive leadership. The overwhelming majority of educators endorsed
the proclamation. This result agrees with what Precey (2011) found during his investigation.
According to his research, inclusive leadership is necessary for nations to have successful inclusive
education policies and programmes. This would suggest that the current level of leadership in the
Omaheke region is insufficient to ensure that inclusive education policies and programmes are
implemented correctly.

Lack of a clear policy orientation and coordination is the fourth most challenging aspect of
creating an all-encompassing plan. The significant majority of the teachers surveyed accepted the
thesis. A lack of policy direction and coordination, for example, makes it more challenging for
students with disabilities to access better services and outcomes, according to Bines' (2000)
research. This may indicate that educators think the current inclusive education approach is
disorganized and lacks focus.

The fifth rating, which focuses on policy matters, found that certain persons were still left
out even when inclusive policies were in place and schools made claims to be inclusive. Most of
the teachers who took part in this survey acknowledged that exclusion took place in some fashion,
even at schools with inclusive policies and purpose statements. The results of this study are in
agreement with those of Mambo (2011), who found that teachers lacked in-depth knowledge of
inclusive education policy and practice and that the policy was improperly implemented because
of teachers' lack of professional development and training. Schools may be reluctant to accept
students with special needs, even if inclusive education rules are in place. Additionally, this might
cause kids to feel uneasy in the classroom.

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Seven assertions were presented to teachers regarding how their perspectives might influence the
delivery of inclusive education, and the findings indicate that the majority of teachers agreed with
these claims. Any list of responses from teachers would begin with a dearth of support from other
educators, which decreases views toward inclusive education. The results, however, demonstrate
that the assumption was backed up by the vast majority of the teachers. This result agrees with
research by writers like Zulu (2007) and Newton, Cambridge, and Hunter-Johnson (2014) who
contend that educators' unfavourable opinions are due to a lack of knowledge, experience, support,
and training. Because the advisory staff doesn't provide them with enough support, it's likely that
teachers dislike inclusive education.

The second most common excuse given by teachers for not educating everyone was that they
had too many students. These results confirm Newton, Cambridge, and Hunter-(2014) Johnson's
findings that negative feelings are brought on by a classroom with too many students. The
assumption is that because classes are too packed, teachers are unable to meet all of the demands
of their students.

Third place went to the notion that educators' ways of thinking contribute to the expansion
of inclusive education. More than half of the teachers agreed, according to the statistics, that
teacher attitudes affected the implementation of inclusive education. The degree and kind of the
condition, as well as the teachers' lack of prior experience working with children with special
needs, were found to have an impact on how teachers felt about their special needs students
(Newton, Cambridge, & Hunter-Johnson, 2014). This can suggest that educators aren't confident
in their ability to handle the particular problems that kids with disabilities bring up. Negative
attitudes may also develop from this, particularly if teachers lack the necessary skills to handle the
extra difficulties that arise when working with pupils who have special needs.

The overburdening of educators by inclusiveness is the fourth strongest defence. The results
of the survey showed that most teachers believed that adding everyone unfairly increased their
workload. This result is in line with Peacock's (2016) observations that inclusive education
overburdened teachers. This information might suggest that teachers are overburdened by a dearth
of support and expertise in inclusive education. It is possible for teachers to feel stressed by the
additional work required to help kids with special needs.

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Sixth most frequently cited explanation for why inclusive education did not catch on was teachers'
dislike of it. More than half of the teachers surveyed claimed that it was more challenging to
implement inclusive education because of teachers' negative views. Peacock (2016) and Al-Zyoudi
(2006) both claim that teachers' attitudes are the biggest obstacle to inclusive education. The
majority of respondents also mentioned how the lack of assistance affected how teachers felt.
Many people have negative attitudes regarding special-needs pupils, which discourages or forbids
teachers from working with them, and this could mean that teachers are not receiving appropriate
assistance in adopting inclusive education, which could lead to negative perceptions.

The notion that inclusive education is achievable regardless of the views of teachers comes
in at number six. The majority of the educators who participated in this study 50% agreed that the
effectiveness of inclusive education is unaffected by the attitudes of the teachers. Our results show
that children benefit more from inclusive education than did Zulu's (2007) findings, which
suggested that teachers were the most crucial element. She also stresses how crucial teacher
preparation and growth are to the success of inclusive education. This would suggest that educators
are beginning to understand the message that their own biases are inhibiting their efforts to make
learning pleasurable and accessible for all students. Due to inadequate administration support, it's
possible that teachers do not feel it is their responsibility to advance inclusive education.

The ability of teachers to increase accessibility to education for all students is eighth on the
list. The data show that a sizable majority of teachers feel they are equipped to work with students
from different backgrounds. Due to a lack of resources, time, and training, according to
Mastropieri and Scruggs (2000) and reported by Mutisya (2010), teachers were hesitant or
unwilling to teach pupils with special needs. On the other hand, these consequences are distinct.
If teachers get the right instruction and advice from experts and consultants, they could feel better
prepared to teach students from different backgrounds.

Eight claims about the significance of appropriate assistance and resources for the
implementation of inclusive education were supported by a resounding majority of teachers, the
study's findings showed. Giving schools the funding to meet all of their pupils' needs is a key
concern. This study's findings show that the majority of teachers concur that schools ought to have
enough funds to provide for the requirements of all of their students. These results are supported
by Randiki's (2002; cited by Mutisya, 2010) assertion that all those who could profit from a

44
resource ought to have simple access to it. The conclusion can be that school administration doesn't
provide teachers with enough assistance, which makes it difficult for them to address the needs of
students with disabilities. Insufficient resources are another factor that could prevent the
requirements of kids from being met.

The second-place idea is that teachers of mainstream subjects must have the tools necessary
to cater to the various needs of their pupils in environments that are inclusive. The study's
conclusions show that most educators concur with the assertion being debated. This result is
consistent with those of Mwaura (2004), who came to the conclusion that inclusive education
required more and better learning resources and support services and that it would be wonderful if
mainstream teachers were given the support they required to meet the needs of students in inclusive
classes. To do this, having assistance in each classroom can be useful. This may indicate that
educators don't think they have enough resources to meet the demands of their students. These
teachers may find it challenging to satisfy the needs of all of their pupils due to the growing number
of kids in their classrooms without the assistance of additional teachers and top-notch teaching
resources.

The notion that subject-matter specialists among classroom teachers are required for
inclusion is placed in third place. The notion was supported by almost all of the teachers surveyed,
according to the study's findings. The ideas made by Petriwskyj (2010) state that in situations
where all students are being taught together, mainstream teachers will be able to ask for assistance
from remedial and special educators. The conclusion may be that teachers recognise that it will be
difficult to provide an inclusive education without the assistance of specialists given the current
condition of affairs. In order to satisfy the demands of their students, it's also likely that teachers
have come to understand the importance of having specialists on staff.

The possibility that teachers might not be able to successfully implement inclusive education
without simple access to support services and resources is the fourth and most crucial defence. The
majority of teachers, according to statistics, felt thus way about the comment. The results are
similar to those of Petriwsky (2010). In addition to a lack of diversity training, he found that
teachers' knowledge of how to conduct inclusive education was influenced by their access to
support services, the availability of resources, and demands to accomplish specific goals. It is

45
reasonable to infer those educators are aware of the lack of resources and support services that
prevents them from implementing inclusive education effectively.

Co-teaching with a special education or remedial education instructor can enhance inclusive
education, claims the fifth-place suggestion. The overwhelming majority of professors agreed with
the declaration. This assertion is supported by study done by Calero and Benasco in 2015. They
found that professionals were unable to help pupils with special needs because educational
authorities were lacking in support and resources. The suggestion might be that it's challenging for
regular classroom teachers to address all of the demands of their students and that regular
classroom teachers might benefit from collaborating with remedial teachers.

The assertion that teachers do not obtain appropriate and fundamental assistance from
advising personnel ranks as the sixth most important reason. This study's findings indicate that the
majority of teachers feel this way. This result is in line with Petriwskyj's (2010) findings, according
to which mainstream teachers require access to experts, educational psychologists, remedial and
special educators, adequate teacher preparation, a wealth of resources, collaboration and
accessibility, awareness-raising, and teacher participation in order to meet the particular needs and
challenges of inclusive classrooms. Despite being aware of the many needs of their students,
teachers may not have the tools necessary to meet those needs. They need sufficient tools and
knowledge to address the demands of each and every one of their students.

Seventh, in order to improve inclusive education, schools may think about employing
specialists (such educational psychologists or remedial teachers). The majority of teachers
surveyed about the divisive comment agreed with the study's conclusions. Insufficient support
from educational authorities, as well as the need for additional resources and specialists to help
children with special needs, were found to be the main contributing factors, according to Calero
and Benasco's (2015) research. But the contrary was found by these researchers. This demonstrates
the need for specialized staff in schools to cater to all students' requirements and guarantee the
efficient operation of inclusive education initiatives.

The seventh most popular idea is that everyone can use laptops and desktop computers to
make regular lessons more enjoyable and accessible for both students with and without special
needs. The majority of educators shared this sentiment, according to the study's findings. This
corroborates Chimhenga's (2016) assertion that inclusive education is challenging to implement

46
since there aren't enough computers, teachers with the right training, resources, and classrooms for
kids with special needs. In this instance, the message might be that teachers understand that each
student has different requirements and as a result, wish to provide them with access to a variety of
assistive devices.

The results of this study showed that six statements about the curriculum that might have an
effect on the expansion of inclusive education were supported by the majority of the teachers. A
flexible curriculum helps all students to learn and benefit from school, according on how teachers
responded to concerns about curriculum challenges. The results of this study show that the vast
majority of teachers believe that all students are capable of achieving academic success if given
the opportunity to create their own curriculum. This conclusion is supported by research by Miles
et al. They came to understand that when a curriculum is flexible, all kids can receive a top-notch
education and have their achievements acknowledged. This could be interpreted as a declaration
from the teaching profession acknowledging the need for established school curricula to adapt in
order to support inclusion.

The second-most common opinion is that crucial life skills ought to be taught in all schools.
The curriculum should take into account the students' backgrounds and skills, according to Mwes
(2002), who also concurs with this finding. The statistics show that the majority of educators agree
that survival skills instruction should take place in the classroom. These abilities will help students
take better care of themselves in the future. With these abilities, one may even start one's own
business without the assistance of others, making one better equipped to confront the world.

The third-placed argument argues that lecturers should be able to customise their lessons to
meet the unique requirements of each student. The poll's findings indicate that the questioned
premise is accepted by the majority of educators. This study supports the findings of Stofile (2008)
that schools can better serve children from diverse backgrounds when the curriculum is made
accessible to all and adaptable enough to fulfil their requirements. This may be because students
do better when professors tailor their courses to meet their specific needs. If you succeeded in
doing this, you would achieve a degree of success that perhaps others could not. Additionally, you
might get kids who are comfortable learning in novel methods if you adapt the curriculum to their
needs.

47
The belief that teachers must strictly adhere to the curriculum places them at the bottom of the list
and prevents them from tailoring their lessons to the needs of different student groups. According
to the study, a greater proportion of educators agreed with the presumption. This outcome is
consistent with that of Budginaité, et al. (2016), who found that a curriculum that is excessively
standardized, centralized, and non-diverse can be harmful to education. As a result, it could be
challenging for educators to manage the demands of students with special education needs and
finish their required curriculum in the allotted time.

The fourth argument is that teachers are already working too hard while implementing
inclusive education. According to our data, more teachers agree with this viewpoint. The results
of this study support Mongwaketse's (2011) assertion that the traditional school curriculum places
a heavy emphasis on information rather than the idea of adaptation. This could mean that teachers
are overworked by the amount of material in the current curriculum or that there isn't enough time
to satisfy the needs of every student in a particular class.

The sixth most frequently mentioned justification for changing the curriculum is, per the
report, the claim that pupils with special needs and those without them cannot participate equally
in all classroom activities. The study's findings showed that more than half of the educators
surveyed agreed with the hypothesis under investigation. The same set of skills and knowledge
should be presented to all pupils by the curriculum, according to Mwes (2002), who agrees with
this outcome. The findings of Mitller (2002) are also consistent with this hypothesis. He asserts
that the curriculum must be developed with consideration for cultural diversity if it is to benefit all
students. The curriculum cannot possibly be sufficiently flexible to meet the needs of all students,
according to logic. Additionally, it's possible that the lessons themselves don't provide students
with different skill levels with enough opportunity to engage.

4.6.2 Teacher qualifications and inclusive education

The majority of teachers who responded to the survey agreed with the six reasons why
teacher preparation might affect the implementation of inclusive education. Teachers must receive
training on how to instruct students with special needs while they are still in the classroom if
inclusion is to be successful. The study's findings showed that almost all teachers agreed with this
statement. Similar to Marimuthu and Cheong's discovery (2014). Teachers must be well-equipped,

48
knowledgeable, and skilled in order to support children with special needs in developing the
values, confidence, and support they need for inclusive education to be successful. The message
might be that most teachers require further training while on the job since they are ill-equipped to
deal with pupils who have special needs.

The second-place claim is that effective inclusive education requires well-trained teachers.
The overwhelming majority of educators concurred that effective inclusive education required
proper training. This finding is in line with what Zulu (2007) found, which is that educators need
to have appropriate professional training as well as continual training for inclusion to be successful.
This might mean that well prepared teachers will have no trouble implementing inclusive
education.

Third place is given to the notion that educators need to undergo continuing professional
development in order for inclusion to be successful. More over half of the teachers endorsed the
claim. Timmons (2009) and Horne (2009) reached the same conclusion. Anywhere in the world,
teachers must have the right education, sufficient resources, and a pro-inclusion attitude in order
to succeed. This may suggest that educators realised they needed to be well-prepared for their roles
if they were to succeed. Additionally, it's probable that teachers realised they needed more training
and, as a result of the difficulties they faced, realised they needed in-service training.

The claim that teachers are powerless to assist pupils with special needs comes in at number
four. The findings show that almost all teachers concur that they lack the expertise to cope with
pupils who have special needs. Haitembu (2014) found that due to a lack of knowledge and
training, teachers had difficulty implementing inclusive education. Haitembu's observation and
this one are in agreement. This could signal that teachers lacked the knowledge and skills necessary
to work with students who have special needs.

The fifth-place explanation is that teachers lacked the necessary training to assist students
with exceptional needs. According to the report, the majority of teachers concurred with the
statement. In 2007, Norwich and Lewis made the same conclusion. They found that teachers
required pre-implementation training and education in order to acquire fundamental skills and
practical knowledge. Without the right training, teachers might not want to work with students
who have special needs. Teachers risk having disastrous effects if they don't help or support pupils
with special needs.

49
The assertion that pre-service teacher preparation equips educators to serve kids with a range of
learning challenges in the classroom comes in sixth position. According to the results, the
assumption was supported by more than half of the teachers. Similar to what Haitembu (2014)
discovered, education authorities were aware of their obligations to provide inclusive education,
but their assessments of the significance of those obligations varied. This would suggest that even
while teachers attended classes to learn how to interact with children who have special needs, they
were unable to use what they learned in the classroom.

4.6.3 Strategies to address challenges affecting the implementation of inclusive education

The study's conclusions show that almost all of the participating teachers believed that if
proper steps were taken, inclusive education would be more successful. First position goes to the
notion that everyone who is interested should be welcomed to participate. The majority of teachers
agreed, according to the study's findings, that participation from all stakeholders is necessary for
inclusive education to succeed. This discovery confirms what Mărgăriţoiu found in 2010. He found
that parents and those in charge of the care and education of children with special needs must work
together and be involved for inclusive education programmes to be successful. The inclusion of
parents and families of students with special needs is crucial, according to Sambo and Gambo
(2015), because families are familiar with their children and may be better able to comprehend
their strengths and challenges. The message that might be conveyed is that stakeholders should be
encouraged to actively participate in children's education because they are not currently doing so.
Additionally, it's possible that only educators care about their kids' needs, so they assume that
everyone else does too.

The notion that a particular class belongs in every school came in second. Most teachers
agreed that each school should have a special needs class to avoid wasting time. According to this
information, teachers are more likely to include special needs kids if they are accompanied by a
special education teacher, instructional assistant, or if resource rooms are still available, as stated
by Idol (2006). Additionally, she found that teachers were more inclined to support all children,
not just those with special needs, by using instructional aides. This leads one to the conclusion that
teachers believe special classes will make their work simpler. Teachers may also believe that
placing special needs kids in distinct courses and isolating them will benefit them.

50
Early identification of special needs pupils ensures that they get the aid they require. The study's
findings showed that the premise was accepted by a sizable majority of teachers. This result is in
line with that of Sambo and Gambo (2015), who found that an early diagnosis reduces the effects
of disabilities on a child's development and increases the likelihood of social and academic
integration. Additionally, earlier intervention happens as a result, which usually improves a child's
performance. Teachers can believe that if special needs pupils' needs are identified early enough,
there won't be a need for transfers and they won't have to pay tuition.

The notion that people should learn more about the education of students with special needs
comes in third on the list. The majority of the teachers agreed with the notion, according to the
study's findings. This result is in line with Mutisya's (2010) discovery that communities needed
more motivation and continual instruction to maintain their excitement if they took part in a large
number of events that involved everyone. The lesson can be that if learners with special needs are
made aware of and explicit about their demands, they will receive ample support.

The notion that elementary and secondary school teachers ought to discuss how to effectively
engage with pupils who have special needs comes in at number four. The majority of the teachers
agreed with the notion, according to the study's findings. This result is in line with the finding by
Ali et al. (2006) that regular and special education teachers must work together. This could imply
that secondary and elementary school teachers could exchange strategies for supporting students
with special educational needs if they talked about the needs of their pupils.

The notion that inclusive education is challenging and difficult, hence it must be carefully
organised, occupies the fifth place. The study's findings showed that most educators agreed with
the presumption. Valeeva (2015) concurs with this evaluation. She argues that a system of
specialised training and retraining, as well as professional development for inclusive education
professionals, must be developed in order to increase the application of inclusive education. The
message can be that teachers believe there are constantly new kids with different special needs,
and that enough preparation and planning are needed to manage inclusive education. Teachers are
also likely to understand the complexity of inclusive education and the need of being well-
prepared.

The notion that monitoring inclusive education programmes over time might reveal where
they need to be improved takes fifth place. According to the results, the assumption was supported

51
by more than half of the teachers. Cangemi et al. (2011) found that coordination between the
special education and content departments was necessary for inclusive education to be successful.
Additionally, they learned that experts should work together and that schools should inform the
parents of these children about their goals. The message can be that educators are conscious of the
need for continuous evaluation of inclusive education in order to advance. Teachers probably want
to make sure they are doing inclusive education right, which is another reason they think the
programme needs to be evaluated frequently.

The sixth-placed concept proposes that developing support networks for educators, parents,
and students will improve inclusive education. The study found that more teachers concurred that
creating support groups would enhance inclusive education. The findings of this study are
consistent with those of Haider (2008), who stated that inclusive education must be implemented
with clear guidelines and that mainstream and special education teachers must collaborate.
Mutepfa et al. (2007) found that teachers needed further training in inclusive education practises
and that participation in regular school activities by children and their families was necessary for
successful inclusion in schools.

In order to provide pupils enough time, the seventh-place suggestion is to lower the student-
to-teacher ratio to 1:15. The study's findings showed that the majority of teachers concurred with
the notion. This result is in line with McCrea's (1996, as referenced by Zarghami and Schnellert,
2004) conclusion that the ideal special education class size was 15 students per teacher in order to
guarantee the success of inclusive education and the provision of necessary support for students
with special needs. Tan (2014) also found that the biggest obstacle to inclusion was the size of the
classes, which made it difficult to accommodate the diversity of all students. It may be implied
that teachers feel they will have more time to devote to students and their diverse needs if the
student-to-teacher ratio is decreased. Teachers could believe that if there are fewer students in the
class, they can focus more on meeting the unique needs of each student.

The government should implement progressive programmes to lower barriers in schools,

according to the eighth-place suggestion. The majority of teachers surveyed felt that the
government should start implementing programmes to help remove barriers in schools, according
to the poll's findings. The study's findings are comparable to those of Mumbi (2011), who came to
the conclusion that funding for inclusive education and students with special needs should be

52
increased and that major players in the education sector should aggressively raise public awareness
of the value of inclusive education programmes. This could signal that educator don't think enough
is being done to provide a setting free of barriers for inclusive education and that there aren't
enough programmes in place to increase public knowledge of inclusive education.

The belief that schools are not required to provide particular adjustments for pupils with
special needs takes ninth place. The majority of teachers disagree with the premise that schools do
not need additional facilities for students with special needs, according to the study's findings. This
finding backs up Mwaura's (2004) claim that sufficient instructional resources and support services
should be made available and put in place to enable inclusive education. Mwaura argues that the
curriculum should be changed to accommodate the various types of disabilities, that teachers
should receive better training because so few are currently prepared to teach students with special
needs, that students with special needs should have access to adequate learning resources and
support services, and that legal and policy frameworks should be established. Mwes (2012) found
that teachers required the assistance of therapists, psychologists, and social workers. This can
suggest that teachers feel they are not receiving enough support from the advisory staff or the
regional office of education when it comes to helping kids with special needs. Teachers may also
believe that they can better serve kids with different needs if they have access to adequate and
appropriate learning resources. Teachers might better assist students with special needs if they had
access to the right support resources, including specialists.

53
CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS AND

5.1 Introduction and Summary of Study

The results of the study were given in the last chapter. The main goals of this chapter are to
explain and analyze the results and offer ideas for more research. The chapter ends with a
conclusion. The discussion and interpretation of the results are given in the following order: First,
there is a discussion of the results for each Chapter. Each shot is taken one at a time. Then come
the recommendations and the end.

Teachers were asked to answer 32 questions, and the answers were used to figure out what
factors affect how inclusive education is put into place. These statements talked about different
things that could affect how inclusive education is used. Curriculum problems include bad policy
making, bad teacher attitudes, a lack of training for teachers, not enough support and resources,
and bad policy making. The study's results show that the implementation of inclusive education in
Namibian schools is affected by a number of factors. The current data back up what other
researchers have found about the factors that affect how inclusive education is put into place. Most
of the teachers who answered the survey agreed with the five policy statements that could affect
how inclusive education is used.

The survey found that most teachers agreed with the seven assumptions about teacher
attitudes that could affect how inclusive education is put into place. Most of the teachers who
answered the poll agreed with the six ideas about how teacher preparation might affect how
inclusive education is put into place. Most of the teachers who took part in the study agreed with
the eight statements about having enough help and resources, which could have an effect on how
inclusive education is done.

Most of the teachers who took the survey agreed with the six curriculum statements that
could affect how inclusive education is put into place. According to the results of this study, the
vast majority of teachers who took part in the survey agreed that inclusive education needs to find
good solutions.

54
5.2 Conclusion
This study looked at the things that affect how inclusive education strategies are used in a
few high schools in Omaheke. According to the study's findings, some things that get in the way
of inclusive education are a curriculum that can't be changed and a lack of leadership, teacher
support, training, and resources.

Also talked about were a number of ways to get around problems when putting inclusive
education into place. Strong themes emerged, such as the need for special classes in schools for
students with special needs, early identification to make sure these students get the right help,
building and promoting awareness of students with special needs and their education, and
collaboration between secondary and primary school teachers.

Even though national and international groups are working to make sure that inclusive
education policies are put into place, Namibian schools still have problems with exclusion. So, the
Ministry of Education, teachers, parents, and anyone else with an interest are asked to look over
the results of their observations and work together to come up with solutions that will make sure
inclusive education works.

5.3 Recommendations
➢ The recommendations that come next are based on the findings that have already been
reported and talked about.
➢ It has been suggested that the Ministry of Education help teachers implement inclusive
education by giving them a leadership structure that supports them.
➢ It is also suggested that the Ministry of Education give teachers the tools they need to get
past any opposition to inclusive education.
➢ To make sure that inclusion works, it is also suggested that the Ministry of Education teach
teachers how to teach children with special educational needs while they are still working.
➢ Also, it is suggested that the Ministry of Education give schools enough supplies to meet
the needs of all the children.
➢ It is suggested that the current curriculum be changed to meet the different needs of
children and give every student the same chance to learn.

55
➢ Specialist teachers should be hired for each school to help regular teachers meet the needs
of all their students. At least one psychologist should be in each cluster to help figure out
what each learner needs. Some LSN who can't go to regular schools because their needs
are too complicated should be able to go to special classes or schools.

56
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