Inclusive placement effects of learners with and without special educational needs in selected secondary schools: Oshikoto region select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Katiti, Wilkan N.
dc.date.accessioned 2021-06-25T18:51:50Z
dc.date.available 2021-06-25T18:51:50Z
dc.date.issued 2021
dc.identifier.uri http://hdl.handle.net/11070/2935
dc.description A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Inclusive Education) en_US
dc.description.abstract The aim of the study was to explore the effects of inclusive placement on learners with and without special educational needs in secondary schools in the Oshikoto region of Namibia. The research methodology was in the form of a qualitative inquiry. The study employed a phenomenological approach which allowed an in-depth examination of the experiences of learners with and without special educational needs in the inclusive settings. The approach enabled the researcher to gain an understanding of the learners’ experiences and the challenges when including learners with and without special educational needs in regular classrooms. Structured interviews and observations were carried out to collect data from a sample of ten learners with special educational needs and ten learners without special educational needs. Learners were sampled purposefully. Data was analysed by employing the thematic content analysis method. The findings revealed high cooperation and much social interaction among the learners with special educational needs and their peers without special educational needs. However, it was observed that there was a large gap in academic performance between learners with special educational needs when compared to their peers without special educational needs. The sources of the difference were found to be rooted in various different factors, such as the lack of or inadequate teaching and learning resources to support learners with special educational needs, the improper use of inclusive teaching methods (differentiation) and the non-inclusive nature of the curriculum. The study concluded that there were some academic and social benefits in inclusive placement, however there also a number of challenges which need to be addressed to enhance the learning of different learners. The study recommends rigorous training of teachers to enable them to cater for different learners in inclusive classes. The study further recommends curriculum adaptation to respond to diverse needs of all the learners. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Inclusive placement en_US
dc.subject Inclusive education en_US
dc.subject Special needs en_US
dc.title Inclusive placement effects of learners with and without special educational needs in selected secondary schools: Oshikoto region en_US
dc.type Thesis en_US


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