Breaking the Boundaries of Prescription: Teachers’ Perceptions of Their Inclusive Pedagogic Practices in a Full Service School

Ntsoaki Teresa Mokala


The present study investigated the extent to which teachers at a Full Service School in Soweto understand and practise the principles of a Full Service School. I focused on three teachers in the foundation phase. Classroom observations, individual semi-structured interviews and document analysis were used to generate data. This qualitative study was framed theoretically by Florian’s framework of inclusive pedagogy. Extrapolation of data suggests that teachers understand the concept of inclusion, make use of different teaching approaches and they indicate that there are quite a number of challenges they face on a daily basis.

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