Teacher strategies for implementing inclusive education in the foundation and intermediate phase classrooms: A South African Perspective

Abstract

Inclusive education in South Africa has gained increasing attention due to its emphasis on ensuring equitable access to quality education for all learners, regardless of ability, socio- economic background, or learning needs. Despite progressive policy frameworks such as the Education White Paper 6 and the SIAS policy, the practical implementation of inclusive education remains inconsistent, particularly within the Foundation and Intermediate Phases of mainstream primary schools. This study aimed to examine the strategies that teachers use to successfully implement inclusive education and the challenges they encounter in doing so. Anchored in Bronfenbrenner’s Person–Process–Context–Time (PPCT) model, the study adopted a qualitative, exploratory research design within the interpretivist paradigm. Three mainstream schools (two public and one private) located in Gauteng Province were selected using purposive sampling. Twelve teachers from three Gauteng schools participated in focus group discussions, and data were analysed thematically. The findings revealed that although teachers are committed to inclusive ideals, they continue to face considerable contextual, institutional and systemic challenges such as overcrowded classrooms, limited resources, insufficient training, and inconsistent support from school-based and district-based support teams. Nevertheless, participants demonstrated agency through adaptive strategies, including differentiated instruction, collaborative support networks, and the use of visual and experiential teaching methods . Mapping these practices against the PPCT model illuminated how teacher characteristics, relational processes, and contextual factors interact to influence inclusive classroom practices over time. The study contributes to existing literature by offering an integrated ecological perspective on inclusive education in South Africa, highlighting the need for sustained professional development, resource strengthening, and policy coherence to enhance inclusive practice in primary schools.