Effective Inclusive Education

CHAPTER 1
Problem and its context 1.0 Introduction
The study sought to evaluate the effectiveness of inclusive education in Swaziland. It is a case study of one of the schools which were engaged to pilot Inclusive Education by the Special Education Unit in the Ministry of Education and Training in the year 2006. This was in a bid to implement the Inclusive Education Draft Policy of 2005 (Ministry of Education and Training, 2010). Inclusive Education is a new educational programme which has been influenced by the global commitment to achieve Education for All (EFA) by 2015 (Dakar Framework of Action, 2000). The researcher was motivated to engage in such a study, so as to find out how one school, which has adopted the inclusive education approach in Swaziland is faring in the verge to achieve this global initiative, whose purpose is to ensure that all learners regardless of their social background and disability have a place in the nearby schools. The country is trying to align with the global trends; the researcher therefore found it more important to evaluate the effectiveness of Inclusive Education as a positive means to mirror the nation’s efforts to find out whether the nation is on the right track in meeting this global initiative. This study will help to shed light to all stakeholders involved in the implementation of inclusive education in Swaziland and will be a road map as how we can go about in ensuring that we achieve this global initiative as a country.
1.1 Lay out of the study
Chapter one will consist of the background information to help us understand Swaziland’s education system and some of the challenges that are being faced by the country in its endeavor of achieving universal free primary education and inclusive education. This chapter will also include the problem statement; objectives of the study; research questions; limitations of the study and definition of terms which will assist in giving more clarity and direction to the whole

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