Abstract
BACKGROUND: Full-service schools (FSSs) were introduced into the South African school system as part of the movement towards inclusive education. OBJECTIVES: The authors of this article embarked on a study to obtain the opinions and feelings of a group of teachers about FSSs and inclusive education. Thus, the 'voice' of these teachers could be heard. METHOD: The research followed a qualitative approach using group discussions and classroom observations. Triangulation was used to verify information. RESULTS: The data revealed that the teacher participants had definite opinions and feelings about inclusive education in FSSs and their classroom experiences also came to light. The themes arising from the research are the teachers' opinions about teaching in FSSs, support from the school and the school management, discipline in the schools, teaching methods, language issues, religion and parent involvement. CONCLUSION: It is clear that the specific needs of teachers whose schools were transformed into FSSs will have to be attended to. The teachers are the ones who have to apply inclusive education in their classrooms, and it is essential that teachers' teaching and personal needs in full-service classrooms are addressed. CONTRIBUTION: The article contributes to a better understanding of the teachers' important role in FSSs and the problems experienced by the teachers. This aligns with the ethos of inclusive education and human rights included in the scope of the journal.