An investigation into the factors that hinder the implementation of inclusive education of learners with physical disabilities in one selected private mainstream school in Vhembe district, Limpopo

Abstract

Inclusive education (IE) advocates for full inclusion of learners with disabilities (LWD) into mainstream schools, and it emphasises the right of all learners to access equitable quality education within the same learning environment. In South Africa, the 2001 Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System (EWP6) reiterates the need for a transformation of the education system to accommodate all learners. However, despite this policy, learners with physical disabilities (LWPD) in the Limpopo Province of South Africa often face significant challenges in mainstream school settings, highlighting a persistent research gap between policy intentions and practical realities. This study aimed to investigate the teacher related, school related and policy related factors that hinder the implementation of IE of LWPD in one selected private mainstream school in Vhembe district, Limpopo and to propose strategies to address these hinderances. This study adopted a theoretical framework that combined the Social Model of Disability and Bronfenbrenner’s Ecological Systems Theory. A qualitative methodology within the interpretivist paradigm was employed, utilising a single-case study design. Purposive sampling was used to select six teacher participants from various grades and subject disciplines. Data was collected through semi-structured interviews and analysed thematically. All ethical considerations were upheld, including obtaining ethical clearance to guarantee that the study adhered to rigorous ethical standards. The findings revealed that the teacher related factors that hinder the implementation of IE of LWPD include lack of training on IE, lack of knowledge, low self-efficacy, and lack of exposure among teachers in teaching LWPD. School related factors include inadequate infrastructure, few sporting opportunities, lack of awareness among able-bodied learners regarding physical disabilities, discrimination, bullying and isolation of LWPD. Policy related factors include lack of knowledge on IE policies, incorrect knowledge on IE policies, lack of dissemination of IE policies to teachers, mixed up knowledge on IE policies among teachers and curriculum overload. Strategies include provision of physical resources, teacher training on IE, teachers’ exposure to IE policies and educating able-bodied learners about disabilities to raise awareness. The study recommends that the Department of Education (DoE) should offer in-service training for teachers and improve this school’s infrastructure.