| Title: |
An Examination of South African Teachers' Competency in Inclusive Education: A Case of Limpopo |
| Language: |
English |
| Authors: |
Jonathan Chitiyo; Kinsey Simone; Matshidiso Taole; Jacomina Mokgadi Motitswe |
| Source: |
Journal of Research in Special Educational Needs. 2026 26(1). |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2026 |
| Intended Audience: |
Practitioners |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
Foreign Countries; Inclusion; Students with Disabilities; Equal Education; Teacher Competencies; Regular and Special Education Relationship; Elementary Secondary Education; Training; Teacher Education |
| Geographic Terms: |
South Africa |
| DOI: |
10.1111/1471-3802.70046 |
| ISSN: |
1471-3802 |
| Abstract: |
Inclusive education is an educational philosophy that specifies that students with disabilities have to be educated alongside their same-age peers to the maximum extent possible has garnered traction across the globe. Despite global calls to make inclusive education a means to advance educational equity for students with disabilities, many countries such as South Africa have struggled to make it a reality. Teachers report being unprepared and not confident to address the learning needs of students with disabilities in inclusive settings. This study examined the competency levels of South African teachers in inclusive education. Data were collected through questionnaires from 126 primary and secondary school teachers employed in full-service schools, in the Capricorn Region, Limpopo Province of South Africa. The results show that teachers who had prior training in inclusive education, on average, had higher inclusive education competencies than those who had no training. The results also indicate significant gaps in training and the lack of explicit articulation of inclusive education in the teacher training programs. Recommendations and implications for future practitioners are provided. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1495191 |
| Database: |
ERIC |