Incorporating Learners’ Voices in Designing Inclusive Teaching Strategies for Teachers of Full-Service Schools in South Africa

The Chapter Five presents a base for further research and discussions about the enhancement of inclusive teaching and learning in inclusive schools using learners’ voices. The study took place only in Johannesburg East Education District and the findings might not be applicable to other school contexts. The importance of inclusive teaching and learning as a central resource in the planning and implementation of measures towards developing intellectual capabilities of a child is well supported by research. This chapter is a sound contribution of how to use Participatory Action Research (PAR) methodology that required observations, interviewing and focus group meetings, a group of 20 learners at a full-service (inclusive) school in Johannesburg East District were engaged in a research project over a six-month period. Results from an inductive analysis of the qualitative data revealed that at the start of the research, many of the learners felt unwelcome in the classroom and that their learning needs were not being met because the teachers did not fully understand how to teach in an inclusive classroom environment, and that their teaching practices were not necessarily supporting inclusive education.