August 7, 2025African Journal of Teacher Education and Development

Experiences of teachers implementing inclusive education in full-service schools

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Authors

KTKatlego TshiloaneUniversity of Johannesburg MSMaximus Monaheng SefothoUniversity of Johannesburg

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Implication

Qualitative study identifies challenges faced by teachers in full-service schools, highlighting inadequate support and training for inclusive education.

Key Points

Teachers reported insufficient support in implementing inclusive education within full-service schools.
Participants noted a significant lack of training for educators in managing special educational needs effectively.
Challenges included curriculum adaptation and overcrowded classes, limiting personalized attention to learners.
Investment in targeted teacher education programs is essential for enhancing competencies in inclusive teaching.

Cite This Study

Tshiloane et al. (2025) studied this question.

synapsesocial.com/papers/689dfe90d61984b91e13bbff https://doi.org/10.4102/ajoted.v4i1.88

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Implication

Qualitative study identifies challenges faced by teachers in full-service schools, highlighting inadequate support and training for inclusive education.

Experiences of teachers implementing inclusive education in full-service schools

Discussion

Member takes

Implication

Key Points

Cite This Study

Experiences of teachers implementing inclusive education in full-service schools

Discussion

Member takes

Implication

Key Points

Cite This Study

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Also Consider