Enhancing inclusion in grade 10 English language classes through special education interventions: A phenomenological study

Abstract

This study examines the implementation of special education practices in a mainstream secondary school, focusing on enhancing inclusive education in Grade 10 English First Additional Language (FAL) classrooms in a South African township school. The study employs an interpretivist research paradigm with a qualitative, phenomenological design to capture participants’ lived experiences. The sampling method used was purposeful where it involved intentionally selecting participants who were most likely to provide relevant, rich, and in-depth information about the study. Two male and female learners were selected from the mainstream school, resulting to a total of four learners. Five educators from both institutions were included who solely taught Grade 10 English FAL. Data was collected through participant observations, semi-structured interviews, focus group discussions, research diaries and reflective journaling. Thematic analysis was used to identify emerging patterns and insights, while ethical considerations ensured informed consent, confidentiality and participant wellbeing. Findings reveal the key challenges and opportunities in integrating special education interventions into mainstream English language classrooms. The study contributes to existing literature by offering evidence-based recommendations for policy and teaching practices that promote inclusion. Ultimately, this research advocates for targeted interventions that address learning barriers and support diverse educational needs in South African township schools. Key terms: Special education, inclusive education, special educational programmes, individualised education plan, zone of proximal development