This paper offers a critical reflection of the field testing of the KwaZulu-Natal Department of Education (KZNDoE) Inclusive Education (IE) strategy. This reflection was greatly informed by empirical data, in the form of field notes and minutes generated from training workshops, consultative school visits, and meetings with Education officials. Inductive data analysis strategy was used in this study. One of the findings of the reflection was that the provision of IE strategy and the accompanying resources required for the implementation, was not sufficient to ensure meaningful implementation of IE as there were systemic issues which needed to be addressed first. Through this reflection, the systemic issues, benefits, and weaknesses of implementing IE in the province are highlighted. Ways in which the systemic issues raised can be addressed are also suggested.
|Keywords:||Inclusive Education, Schools as Centers of Care and Support, Schools as Inclusive Centers of Learning Care and Support|
Associate Professor, Coordinator Educational Technology, Centre for Innovative Educational Technology, Cape Peninsula University of Technology, Cape Town, Western Cape, South Africa