An investigation into how schools in Outapi circuit of the the Omusati region of Namibia promote (Inclusive Education)
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Date
2018
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Publisher
University of Namibia
Abstract
The purpose of this study was to find out the extent to which teachers, principals, learners and parents in the Outapi circuit of Omusati Education Region practiced Inclusive Education. The reason for this was to gather research data on which to base the promotion and enhancement of inclusive education cultures, values and practices in the Outapi Circuit schools of the Omusati region of Namibia.
Based on a transformative research design, the study used a systematic sampling technique to draw 10% of schools, principals and teachers from Outapi Educational Circuit. Five percent of learners and their parents were drawn from the population to be part of the sample.
Gathered using a questionnaire and a checklist, the study’s data were analyzed using descriptive statistics of frequencies, percentages and measures of central tendency. The study’s data indicated that there was in general, agreement amongst all participants that some aspects of inclusive education cultures were promoted in Outapi Circuit schools. These included making everyone feel welcome at the schools, members of staff collaborating with each other, teachers and the local communities getting involved in the schools. However, this agreement was not unanimous on all aspects of inclusive education cultures. For example, more than two thirds of learners disagreed that learners helped each other, that members of staff and learners treated each other with respect and that everyone was made to feel welcome at their schools. The general message of all this is not only supportive of the existence of inclusive education cultures in the Outapi Circuit schools but it also points to the prevalence of some challenges against the culture of inclusivity in the schools. These and other results are presented in chapter 4 and discussed in chapter 5. Furthermore, based on the study’s main findings, conclusions are drawn and recommendations on how to apply the findings in the Outapi Circuit schools in particular and in Namibia in general are made in chapter 6.
Description
A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Inclusive Education)
Keywords
Inclusive education