A Case Study Of Inclusive Education Practices Employed By Schools In The Engela Cluster Of The Ohangwena Region, Namibia

ABSTRACT

Noticing the complexity of inclusive education in theory and practice, this study is aimed at finding out the nature and types of Inclusive Education (IE) practices employed in the Engela cluster in the Ohangwena region, Namibia. A mixed research design was employed to solicit information using a quantitative survey and a qualitative case study. A criterion sampling procedure was used to select a sample of six school principals, 48 teachers and 120 learners to share their experiences regarding the practices of inclusive education in schools. To seek convergence, corroboration and correspondence of data, the researcher applied triangulation using different research tools (Creswell & Clark, 2011). Various instruments such as one-on-one interviews, focused group interviews, questionnaires and visual representations (pictures) were used in this study. The quantitative and qualitative findings are presented simultaneously according to themes. The results obtained were presented, analysed and discussed in line with the themes derived from research questions. The quantitative results were analysed using descriptive statistics, while the qualitative data used typological and polyvocal data analysis. The findings revealed that the Engela cluster comprises a wide range of learners with special/diverse needs of which the most prevalent group is orphans and vulnerable children (83.3%). It was found that the school principals and teachers tried to implement inclusive practices despite the fact that they did not have in-depth knowledge and skills in what constitutes Inclusive Education. Although the envisaged idea of inclusive education is to ensure education for all learners, most school principals and teachers were of the opinion that inclusion in the Engela cluster can only be applied with confidence to a limited extent. Moreover, they maintained that not all the learners found in their respective schools are eligible to be taught in regular schools. This assertion was attributed to poor school infrastructure which does not respond to the call of Inclusive Education and that obstructs inclusion of learners with special/diverse needs. Nevertheless, it was also found that some school-based interventions applied were in compliance with the call of inclusive education. Results suggested that the IE practices employed by schools in the Engela cluster could not vigorously be established due to various challenges. Hence recommendations were made to relevant stakeholders and further research to be conducted in the IE field.