A theory of change for the inclusive education for learners with intellectual disabilities in South Africa

Abstract

Background: Since the implementation of the inclusive education policy in 2001 in South Africa, several milestones have been celebrated. Nevertheless, studies have reported the significant challenges in the implementation of the policy for learners with disabilities across schools in South Africa, which impede transformation.
Objectives: Reflecting on key research insights from a recent study, this article argues for the development of a Theory of Change (ToC) as a road map or blueprint for implementing inclusive education for learners with intellectual disabilities in South Africa. A ToC is imperative for bridging the gap between policy implementation and outcomes.
Method: A qualitative research design was adopted for the study. Data were collected through a desktop review, 12 key informant interviews and 10 focus group discussions with key role players and stakeholders in various positions in the education system (i.e. senior education specialists, special needs teachers, one education operations support officer, a principal, deputy principals and head of departments). The data collected were analysed thematically.
Results: The findings of the study highlighted progress regarding government financial resources and also the various structural barriers impeding the implementation of inclusive education for learners with intellectual disabilities.
Conclusion: This article encourages the continued development of theories of change to promote the effective implementation and ensure quality inclusive education for learners with disabilities in South African schools.
Contribution: This article contributes a potential ToC to guide the effective implementation of inclusive education policy and practices for learners with intellectual disabilities in the South African schooling system.