The Disproportional Support That Affects the Implementation of Inclusive Education in Full-Service Schools of Limpopo Province

Abstract

This paper reports on the disproportional support that affects the implementation of inclusive education in full-service schools of Limpopo Province. The study followed a qualitative case study research methodology. Sixteen teachers and eight Heads of Departments were recruited through purposive sampling. Data were collected using interviews. Creswell’s model of thematic analysis was used to analyse data. Four findings emerged from the data: lack of communalism, a missing link, the ignored purpose, and lack of interdependence, which resulted in the disproportional support that affected the implementation of inclusive education in full-service schools. Recommendations that may help to restore the balance of support offered for the implementation of inclusive education in full-service schools have been made.