2026-09-25T06:28:33Zhttps://univendspace.univen.ac.za/server/oai/request

oai:univendspace.univen.ac.za:11602/28602025-10-10T13:33:11Zcom_11602_1966com_11602_1896com_11602_737col_11602_2197col_11602_738

Makhwathana, R. M. Masikhwa, Rofhiwa 2025 2025-08-19T07:53:21Z 2025-08-19T07:53:21Z 2025-05-16 Masikhwa, R. 2025. Exploring the attitudes and perceptions of Foundation Phase teachers towards Inclusive Education in Vhembe West District. . . https://univendspace.univen.ac.za/handle/11602/2860 Masikhwa R. Exploring the attitudes and perceptions of Foundation Phase teachers towards Inclusive Education in Vhembe West District. []. , 2025 [cited yyyy month dd]. Available from: Masikhwa, R. (2025). <i>Exploring the attitudes and perceptions of Foundation Phase teachers towards Inclusive Education in Vhembe West District</i>. (). . Retrieved from Masikhwa, Rofhiwa. <i>"Exploring the attitudes and perceptions of Foundation Phase teachers towards Inclusive Education in Vhembe West District."</i> ., , 2025. TY - Dissertation AU - Masikhwa, Rofhiwa AB - The study explored the attitudes and “perceptions of Foundation Phase teachers towards inclusive education. Learners with special needs are often excluded or overlooked in early childhood education, yet it is enshrined in the Constitution of South Africa that every child has a fundamental right to education. An interpretivist paradigm was used in the study. The study was qualitative. The population for this study comprised all Foundation Phase teachers in full-service schools in Vhembe West District. A purposive sample of 6 Foundation Phase teachers from three selected schools was used. Data was collected using interviews, classroom observation and document analysis. Data was analysed thermatically. The study found out that Foundation Phase teachers have negative attitudes and perceptions towards inclusive education, which disadvantages learners with special needs. To improve the attitudes and perceptions of Foundation Phase teachers towards inclusive education, the study recommends the following strategies: ongoing support forf teachers through teacher training, workshops and teacher engagement with parents and caregivers of leaners with special needs. The study also recommends the provision of equipment and facilities for the smooth implementation of inclusive education in schools. DA - 2025-05-16 DB - ResearchSpace DP - Univen KW - Access KW - Attitudes KW - Foundation Phase KW - Inclusive Education KW - Inclusion KW - Perceptions KW - Special Education Needs LK - https://univendspace.univen.ac.za PY - 2025 T1 - Exploring the attitudes and perceptions of Foundation Phase teachers towards Inclusive Education in Vhembe West District TI - Exploring the attitudes and perceptions of Foundation Phase teachers towards Inclusive Education in Vhembe West District UR - ER - M. Ed. (Curriculum Studies) Department of Professional and Curriculum Studies The study explored the attitudes and “perceptions of Foundation Phase teachers towards inclusive education. Learners with special needs are often excluded or overlooked in early childhood education, yet it is enshrined in the Constitution of South Africa that every child has a fundamental right to education. An interpretivist paradigm was used in the study. The study was qualitative. The population for this study comprised all Foundation Phase teachers in full-service schools in Vhembe West District. A purposive sample of 6 Foundation Phase teachers from three selected schools was used. Data was collected using interviews, classroom observation and document analysis. Data was analysed thermatically. The study found out that Foundation Phase teachers have negative attitudes and perceptions towards inclusive education, which disadvantages learners with special needs. To improve the attitudes and perceptions of Foundation Phase teachers towards inclusive education, the study recommends the following strategies: ongoing support forf teachers through teacher training, workshops and teacher engagement with parents and caregivers of leaners with special needs. The study also recommends the provision of equipment and facilities for the smooth implementation of inclusive education in schools. 1 online resource (xi, 88 leaves) en PDF University of Venda Access Attitudes Foundation Phase Inclusive Education Inclusion Perceptions Special Education Needs UCTD 372.20968257 Education, Primary -- South Africa -- Limpopo Early childhood teachers -- South Africa -- Limpopo Early childhood educators -- South Africa -- Limpopo Early childhood education -- South Africa -- Limpopo Exploring the attitudes and perceptions of Foundation Phase teachers towards Inclusive Education in Vhembe West District Dissertation open.access