Teachers’ perceptions on including learners with barriers to learning in South African inclusive education system

Abstract

Background: Inclusive Education acknowledges that all children can learn, but requires support. However, addressing learning barriers and responding to diverse needs remains a challenge in some South African schools, leading to the exclusion of some learners.

Objectives: This study explored teachers’ perceptions of including learners who experience barriers to learning and responding to their diverse learning needs.

Method: A qualitative case study was conducted using purposive sampling to select six schools across two geographical contexts within one district in the North West province, South Africa. Focus groups were conducted with six school-based support teams (three to five members each), and semi-structured interviews were conducted with six school principals.

Results: Teachers expressed concerns about inadequate and limited training in inclusive education, which contributes to persistent negative attitudes. The continued application of the medical model still prevailed. Systemic challenges such as overcrowded classrooms, limited teaching and learning time, insufficient policy guidance, and inadequate support from district-based support teams were also highlighted.

Conclusion: Teachers’ reluctance to implement inclusive education policies may be linked to perceptions of inadequate training and lack of resources to address diverse learner needs. Many teachers still follow the medical model rather than an inclusive approach to equitable education. A shift towards inclusive practices requires regular review and support to prevent learner exclusion.

Contribution: The study contributes to policy and practice by advocating for ongoing review and enhancement of inclusive education strategies and pedagogies.