Challenges Encountered by Teachers in Managing Inclusive Classrooms in Swaziland

Abstract

The purpose of the study in which this paper is derived was to identify challenges encountered by teachers in managing inclusive classrooms in Swaziland. The literature review shed light on the various aspects of inclusive education from the classroom to the outside environment to the teachers involved in inclusive education. The study employed qualitative methods in which Focus Group Discussions were utilized and Thirty five (N=35) teachers were purposively sampled from primary schools in the Manzini region. Results revealed that a majority of teachers were not trained on how to teach in an inclusive class. However, the literature indicates that with proper training and resources, inclusion can be a practical and effective learning environment. It can be concluded that mainstream teachers generally lacked confidence as they attempted to include students with disabilities into classes. The study recommends that The Ministry of Education should consider increasing the availability of special needs courses, workshops and conference for teachers in primary schools who are working with students with disabilities.

Measures to Curb Drugs Abuse among Primary School Learners in the Hhohho Region of Eswatini

“…Furthermore, Thwala (2005) has noted that for any intervention to be successful, it should be underpinned by the following set of principles:…”

“… principle 1) Interventions should promote protective factors and seek to lessen risk factors;  principle 2) prevention programs should be holistic and include all forms of drug abuse;  principle 3) prevention programs should address the type of drug abuse problem in the local community;  target families should seek to improve family relationships, including parenting skills, practice in developing, discussing and enforcing family policies on substance abuse, training in drug education and information;  principle 6) prevention programs for adolescents should increase skills related to studying, communication, peer relationships, self-efficacy, assertiveness and drug resistance;  principle 7) for maximum effectiveness prevention programs should employ interactive techniques;  principle 8) prevention programs should intervene and reach appropriate populations in multiple settings such as schools, recreational clubs and religious settings; and  Principle 9) prevention programs should be used in the long-term with repeated reinforcing sessions over time (Thwala, 2005).…”

Perceptions of Teachers on Wellness of Learners Living with Physical Disabilities in Upper Primary Schools in the Hhohho Region of Eswatini

“…It is the wellness of these learners which suffers most they are unable to get the deserved attention due to class sizes. Thwala (2015) postulates that professional skills can only be achieved when one undergoes intense training. In her study about challenges encountered by teachers in managing inclusive classroom in Eswatini, she reveals that teachers acknowledge that they are not trained in preparation for inclusion in mainstream schools.…”

“…This implies that the wellness of these learners is a huge challenge for the teachers because they lack the skills to promote it. Thwala (2015) and Rieser (2012) further reflect that teachers view themselves as lacking competency to teach in inclusive classrooms because they lack knowledge and skills to deal with learners living with disabilities, which becomes a challenge in meeting the challenge of the diverse needs of learners.…”

“…Studies reveal that learners living with disabilities, including those with physical disability, lack proper teaching and learning materials to accommodate their diverse individual needs, yet Thwala (2015) advances that learners think processes depend on concrete materials they manipulate. This stresses teachers because the EDSEC (2018) promises that government shall provide teaching and learning materials to cater for diversity.…”