%0 Journal Article
%T Investigating barriers teachers face in the implementation of inclusive education in high schools in Gege branch, Swaziland
%A Matome M. Malale
%A Sifiso L. Zwane
%J Archive of "African Journal of Disability".
%D 2018
%R 10.4102/ajod.v7i0.391
%X The kingdom of Swaziland is a signatory to policies on universal education that ensure high quality basic education for all. Education for All is a commitment to provide equal opportunities for all children and the youth as provided for in the country¡¯s constitution of 2005. The tone for the introduction of inclusive education in Swaziland was inevitably set by the new constitution of 2005. Since then several policies have been produced by the government, all aimed at providing equal education opportunities to all children in the country. These policies include the Swaziland National Children¡¯s Policy (2009), Poverty Reduction Strategy and Action Plan (2006) and Draft Inclusive Education Policy (2008). The Education for All Policy (2010) is the policy that upon implementation became a stimulus for the introduction of inclusive education into mainstream schools; as a result, all teachers in the country¡¯s schools were expected to be competent enough to teach learners with a wide range of educational needs. However, in-service teachers received inadequate staff development and training ahead of the implementation of inclusive education and a majority of teachers were not professionally developed for inclusive education, as pre-service students at tertiary training level
%U https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6295749/