Inclusion in Teaching and Learning: An Adult Education Perspective

This study explored teaching practices that may enhance inclusive teaching and learning in public adult education and training institutions. This interpretative-qualitative study adopted participatory action research as a research design with six teachers. Data were collected using qualitative data collection methods, such as semi-structured interviews, participant observations, and documentary analysis and focus group interviews. Data were analysed through group interpretative and inductive content analysis. One of the findings of the study, based on the conceptualisation of inclusion in education, is that teachers are expected to implement IE, but they do not have any knowledge of it and most of them are not even experienced in teaching and are not qualified for the subjects they are teaching. Adult learners typically have barriers to learning and their situation is aggravated if they are taught by unqualified teachers; in such circumstances they cannot receive support and reassurance that they are safeguarded against discrimination. It is therefore recommended that the adult learning centres should establish communities of practice to brainstorm and discuss the notion of IE in their own context; these centres have to develop clear visions and missions on how the notion is understood and how they wish to realise and operationalise it in their own context.