Principals and educators possess clear views on inclusive education and what it

the workplace

In order to support the deduction that principals and educators possess clear views on inclusive education and what it entails in terms of preparing learners with special education needs for the workplace, facts pertaining to the aspects are discussed.

a) Principals’ and educators’ understanding of inclusive education

The responses expressed by both principals and educator participants concerning their understanding of inclusive education and what it entails in terms of preparing learners with special needs for the workplace are considered.

One educator participant stated that she understood inclusive education as “that which makes the child complete in his mental, moral, social and physical spheres” and that the child will benefit from being placed in a special school rather than a mainstream school. Another educator participant included respect and value of all learners, allowing them to develop to their maximum ability to find their rightful place in society. These views are in keeping with Lawson’s (2005:1) definition of inclusive education which includes all learners participating in learning which leads to the highest possible level of achievement (see section 3.4).

“Do not divide or discriminate between the various disabilities and that all learners ought to be catered for in a mainstream environment” was accentuated by a principal participant in her explanation of inclusive education. She further stated that “although this ideology is an impressive one, it will not work. A child with mental and physical challenges should be catered for in a special school”. Two educator participants expressed a similar view. They mentioned that their understanding of inclusive education referred to educating learners with different disabilities in a special school.

A further principal participant interviewee stated that inclusive education is built upon the creation of an inclusive environment that promotes the full personal, academic and professional development of all learners irrespective of disability.

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One principal participant drew on principles in policy documents that have emerged in South Africa. His response to the meaning of inclusive education was as follows:

…inclusive education is based on the social/human rights model which stresses that all learners, irrespective of their differences, must be included into one education system. It is based on the principle that all learners can learn and all learners need support.

Interview data revealed that the majority of interviewees were of the opinion that inclusive education should take place in a special school rather than in a mainstream school. It is interesting to note that this view of inclusive education differs markedly from the views expressed by other researchers such as Miles (2000:3); Engelbrecht, Swart, Eloff and Forlin (2000:n.p) (see section 3.4).

b) Principals’ and educators’ views regarding the preparation of learners with special education needs for the workplace

Principals’ and educators’ views regarding the preparation of learners with special education needs for the workplace included their realization of their important role in this regard and the necessity of initiating relationships between schools and the community.

• Principals’ and educators’ realization of the important role that they fulfill in preparing learners with special education needs for the workplace

In identifying their role in preparing learners for employment, most principals and educator participants stressed the importance of identifying the learners’ strengths or talents and developing a school-based training programme that enhances these strengths without highlighting their weaknesses. This became evident in the response expressed by one of the principal participants when she stated:

I think I must ensure that our learners get good skilling in jobs that they are interested in so that … um … they would be employed in the open labour market because I believe our children have potential.

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An educator participant also mentioned that her role in preparing learners with special education needs for the workplace is to develop learners’ skills to fully equip them with talents to perform at their maximum potential. The importance of skills development forms part of the literature study of this research and is discussed in the Skills Development Act 97 of 1998 (see section 3.6.2.1).

In addition to providing skills to learners, some educator participants mentioned that their learners have a very low self-concept. Therefore, the role of the educator is to build up their self esteem and make them feel worthy to develop their skills optimally. According to a principal interviewee, this could be achieved by exposing learners to opportunities to integrate with others. She stated that:

… by sending [learners] out in a ‘normal’ work field and allowing them to associate with the so called ‘normal’ people also makes a change in terms of how they see themselves. So I think they would learn eventually that they are also valuable and they also would be able to contribute to society.

Two educator participants stressed that children with special education needs have a part to play in society and that social inclusion in education is an important aspect for all learners, but more especially for learners with special education needs. This is evident in the following responses by educator participants:

… for LSEN learners, it is hoped that they are suitably equipped socially and skilled … um … to be fully integrated within their community and … um … society.

… they [learners] could develop and extend their potential and participate as equal members of society.

A principal participant stated: “as our mission statement emphasizes the learners ‘place in society’; our role is to ensure that society accepts our learners.”

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The importance of social inclusion of learners with special education needs cannot be overemphasized as the assumptions and misconceptions of society towards learners with special education needs affect their opportunity for job placement (see section 3.5.2).

• Initiating relationships between schools and community in terms of preparing learners with special education needs for the workplace

The advantage of fostering relationships between schools and community is iterated in section 2.3.3. This aspect also found expression during the interviews.

Participants of Lotus Haven Special School mentioned forging a relationship between school and the community by approaching big or small businesses in their areas to provide learners with basic skills such as woodwork skills, skills involved in car washing, or assisting educators in other mainstream schools.

An educator participant mentioned that she persuaded businessman in the vicinity of the school to consider her learners for skills training with the view of attaining permanent employment. Through continuous persuasion, two learners have subsequently been employed in a car wash outlet. This is considered as an achievement by the educator since prospective employers are keen to offer skills training but not permanent employment (see section 3.5.2).

It was further stated by a principal participant that:

the members of the community and business people must be invited to observe our learners as well as be invited to teach our learners various skills while they are at school.

5.2.1.3 Commendable inclusive education practices with regard to vocational