Makhwathana, R. M.Masikhwa, Rofhiwa2025-08-192025-08-192025-05-16Masikhwa, R. 2025. Exploring the attitudes and perceptions of Foundation Phase teachers towards Inclusive Education in Vhembe West District. . .https://univendspace.univen.ac.za/handle/11602/2860M. Ed. (Curriculum Studies)Department of Professional and Curriculum StudiesThe 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)enUniversity of VendaAccessAttitudesUCTDFoundation PhaseInclusive EducationInclusionPerceptionsSpecial Education Needs372.20968257Education, Primary -- South Africa -- LimpopoEarly childhood teachers -- South Africa -- LimpopoEarly childhood educators -- South Africa -- LimpopoEarly childhood education -- South Africa -- LimpopoDissertationMasikhwa 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 fromMasikhwa, 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 -