FACTORS AFFECTING THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN MAINSTREAM SECONDARY SCHOOLS IN THE HHOHHO REGION, ESWATINI

Abstract

Educating learners with diverse educational needs in a mainstream classroom comes
with its pros and cons. This study investigated factors affecting teachers’
implementation of inclusive education in mainstream secondary schools in the Hhohho
region of Eswatini. Three mainstream schools were purposefully selected for this
qualitative study. A multiple case study design was employed while focus group
discussion, individual interviews and observations were used for generating data. The
sample size comprised 21 participants who all took part in the focus group discussions (FGD),
while 9 out of the sample size were individually interviewed. Five (5) observations were also
conducted. Data were thematically analysed. The results indicated that lack of training
amongst most educators was the main factor hindering the effective implementation of
inclusive education in mainstream schools. It was concluded that educators’ inability to
identify and handle learners with special needs in mainstream classroom has been a
drawback towards achieving the inclusion goal. The study recommends the importance
of examining ways in which inclusion can be managed in mainstream secondary
schools to ensure that all learners meaningfully participate.

Keywords: Eswatini, factors, implementation, inclusive education, mainstream schools,
special education needs