An examination of South African teachers' competency in inclusive education: A case of Limpopo.
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| Title: | An examination of South African teachers' competency in inclusive education: A case of Limpopo. |
|---|---|
| Authors: | Chitiyo, Jonathan1 (AUTHOR) chitiyoj@pitt.edu, Simone, Kinsey2 (AUTHOR), Taole, Matshidiso3 (AUTHOR), Motitswe, Jacomina Mokgadi3 (AUTHOR) |
| Source: | Journal of Research in Special Educational Needs. Jan2026, Vol. 26 Issue 1, p1-10. 10p. |
| Subject Terms: | *Inclusive education, *Teachers, *Educational equalization, *Outcome-based education, *Disabilities, *Occupational training, South Africans |
| Geographic Terms: | Limpopo (South Africa), South Africa |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191105843 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An examination of South African teachers' competency in inclusive education: A case of Limpopo. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chitiyo%2C+Jonathan%22">Chitiyo, Jonathan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> chitiyoj@pitt.edu</i><br /><searchLink fieldCode="AR" term="%22Simone%2C+Kinsey%22">Simone, Kinsey</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Taole%2C+Matshidiso%22">Taole, Matshidiso</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Motitswe%2C+Jacomina+Mokgadi%22">Motitswe, Jacomina Mokgadi</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Special+Educational+Needs%22">Journal of Research in Special Educational Needs</searchLink>. Jan2026, Vol. 26 Issue 1, p1-10. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br />*<searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Occupational+training%22">Occupational training</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africans%22">South Africans</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Limpopo+%28South+Africa%29%22">Limpopo (South Africa)</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191105843 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/1471-3802.70046 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 1 Subjects: – SubjectFull: Inclusive education Type: general – SubjectFull: Teachers Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Outcome-based education Type: general – SubjectFull: Disabilities Type: general – SubjectFull: Occupational training Type: general – SubjectFull: South Africans Type: general – SubjectFull: Limpopo (South Africa) Type: general – SubjectFull: South Africa Type: general Titles: – TitleFull: An examination of South African teachers' competency in inclusive education: A case of Limpopo. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chitiyo, Jonathan – PersonEntity: Name: NameFull: Simone, Kinsey – PersonEntity: Name: NameFull: Taole, Matshidiso – PersonEntity: Name: NameFull: Motitswe, Jacomina Mokgadi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14713802 Numbering: – Type: volume Value: 26 – Type: issue Value: 1 Titles: – TitleFull: Journal of Research in Special Educational Needs Type: main |
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