An exploration into the synergy between the experiences and perceptions of students and inclusive education discourse within a Further Education and Training College in the Western Cape

Abstract

This study explores the experiences and perceptions of students enrolled in an inclusive Further Education and Training College in South Africa. A qualitative, phenomenological design using interviews was found to be the most suitable approach to data production that would allow for the examination of feelings and perceptions around students’ inclusion. The guiding questions for the study were: 1. What are the day-to-day experiences and expectations of students enrolled at one Further Education and Training college in the Western Cape? 2. What feelings and perceptions are generated by these experiences and expectations? The data was analysed using a constant comparative method of analysis in order to accentuate the meanings that student experiences held for them. Bronfenbrenner’s Ecosystemic Theory has been used to describe the way different systems and structures influence the development of students. Through Maslow’s Hierarchy of Needs, students’ needs are examined, revealing what their perceptions of inclusion are. The findings have indicated that while institutional intentions might express details of what is deemed to be inclusive, students’ experiences and voices are often not taken into consideration, with the result that full inclusion is not achieved.