➢ Screening, Identification, Assessment and Support policy SIAS – provides a framework to improve access to quality education for learners with barriers to learning to increase particip
Research Rationale
This study reviews inclusive education research conducted in South Africa from its 2001 implementation to the present, offering a representative sample of how inclusive education has been studied in the country It reveals a strong link between policy, theory, practice, and research, underscoring how comprehensive inclusive-education policies exist alongside a persistent gap between policy and actual implementation, as highlighted by Amod (2003); Dalton, McKenzie, & Kahonde (2012); Donohue & Bornman (2014); Mitchell, De Lange, & Thuy (2008); and Wildeman & Nomdo.
Several years after South Africa began implementing inclusive education, policy developers and implementers identified a range of challenges and opportunities tied to its rollout Although policy-level support for inclusive education is evident, a persistent gap between policy and practice continues to impede effective implementation (Naicker, 2006; Carrington & Elkins, 2002).
This study's findings contribute to the body of knowledge on inclusive education policy, practice, and research in South Africa and can inform educational psychology training programmes The analysis highlights both the successes and drawbacks of inclusive education implementation, offering a nuanced view of what works and where improvements are needed It also reveals gaps in existing research and provides clear directions for future practice and investigation Currently, there are limited documented South African studies examining inclusive education, signaling a need for more localized scholarship in this field.
Inclusive education research is highly relevant to educational psychologists, who interact with children, teachers, parents, and caregivers in schools and communities They should stay informed about educational policy and current research, and consider how these insights affect professional practice The findings from inclusive education studies can influence educational psychology training programs, encouraging an ecosystemic approach that equips psychologists to work with individuals from diverse backgrounds (Engelbrecht, 2004).
Study Aim
The primary aim of this research was to examine inclusive education research conducted in South Africa since its implementation in 2001 This will be done through the following research questions:
• What is the primary focus of the research studies reviewed?
• What are the themes in these research studies?
• What are the reported successes in relation to inclusive education implementation in South Africa?
• What are the reported challenges experienced in the implementation of inclusive education in South Africa?
• What are the lessons learned regarding the implementation of inclusive education in South Africa as suggested by the reviewed studies?
• What are the suggested future directions for the implementation of inclusive education in South Africa?
Methodology
To generate a thematic synthesis of inclusive education research in South Africa, a systematic literature review was conducted This involved searching targeted databases to identify relevant studies Predefined inclusion criteria were established, and only studies that satisfied all criteria were included in the review The data were analyzed using a thematic synthesis approach.
Outline of Research Report
Chapter Two provides a comprehensive literature review on inclusive education, beginning with an examination of the theoretical framework underpinning the study It then offers a broad overview of inclusive education within international and national contexts, synthesizing key debates, concepts, and the policy and practice implications that shape current scholarship and implementation.
Chapter Three presents the study's methodology, detailing the aims and research questions, the search strategy used to locate relevant sources, the selection criteria applied to screen studies, the process of study selection, the data analysis approach, researchers’ reflexivity, and the ethical considerations addressed in the study.
This is followed by Chapter Four which details the results of the current study
Chapter Five provides a concise summary of the study findings and a thorough discussion of their implications, while also outlining the study’s limitations It highlights how these results advance understanding in the field and clarifies the scope of the conclusions The chapter concludes by proposing directions for future research to address remaining questions and to extend the study’s insights.
This chapter discusses the theoretical foundation of inclusive education, followed by a broad overview of inclusive education within the international and national context
To grasp inclusive education, it is essential to consider multiple perspectives that explain its origins, development, and implementation (Swart & Pettipher, 2015) Inclusive education rests on a systems approach, where the diverse systems within a child’s environment continuously interact to provide the necessary support (Swart & Pettipher, 2015) In this framework, the bio-ecological theory best accounts for how these interconnected systems shape inclusive education.
Bio-ecological theory posits that individuals exist within multiple environmental contexts that influence their feelings, thoughts, behavior, and development (Paquette & Ryan, 2001) Given South Africa's historical legacies and present socio-economic realities, a South African individual may navigate a complex, multi-dimensional context (Engelbrecht, Green, Swart, & Muthukrishna, 2001) The theory thus facilitates understanding how these dimensions are nested and how their interactions shape a person's experiences and development.
Bio-ecological theory offers an inherent understanding of inclusion by clarifying its complexity and the multidimensional changes it requires It emphasizes that inclusion is not confined to schools but must be fostered across all facets of society This framework helps explain how interactions among individuals and their surrounding environments shape inclusive practices and outcomes (Swart).
This theory helps make sense of and explain the range of barriers to learning evident in the South African context (Swart & Pettipher, 2015) and supports shifting from a medical model of disability to a systems-based approach (Lomofsky & Lazarus, 2001).
The medical model of disability is the theoretical framework upon which the traditional education system was built (Engelbrecht, 2006) It treats disability as a medical issue located within the individual, viewing difference through a clinical lens and largely ignoring contextual, social, and environmental contributing factors (Swart & Pettipher, 2015).
Section 15 clearly influenced the approval of separate institutions for learners who experience barriers to learning, thereby promoting segregation and exclusion in education Education White Paper 6 advocates a social, eco-systemic model of disability by discarding the traditional medical model of disability or difference (D’Amant, 2012).
Bronfenbrenner's theory posits that individuals develop within an interconnected system of relationships—including family, community, and society—whose interactions shape learning and growth The bioecological model emphasizes that both biology and environment influence development, moving away from viewing disability solely through a medical lens Disability is understood as the result of dynamic interactions among the various systems and contexts in which a learner functions Consequently, the different layers of a child’s environment continually interact to provide support, enabling development and successful participation.
Central to the bio-ecological theory is the dynamic interaction of structures within and between the layers of ecological systems, as Bronfenbrenner (1979) described Because these layers are interdependent, any change or conflict in one layer reverberates across the other layers (Paquette & Ryan, 2001) Development is shaped by four interacting components—proximal processes, person characteristics, context, and time—with context and time being especially significant for inclusive education Context refers to the four levels of environments in which an individual exists and that influence development: the microsystem, mesosystem, exosystem, and macrosystem (Swart & Pettipher, 2015).
Bronfenbrenner’s ecological systems theory identifies the microsystem as the closest environmental context to the individual, including family, friends and relatives, the learner’s classroom, and peers—settings with direct contact and influence on the learner’s development The mesosystem acts as the nexus between the learner’s microsystems, encompassing structures such as the school and the parents’ workplaces, where these micro-settings interact and affect one another to reinforce consistency in a learner’s life Extending further still is the exosystem, the broader social environment that the individual does not participate in directly but that shapes development—such as a parent’s workplace, community resources, and media Together, these interconnected layers form a dynamic system of influences that shape learning outcomes, behavior, and personal growth, both directly and indirectly.
Sixteen external structures reach beyond the individual’s immediate environment, yet they continue to influence development by interacting with the outer layer’s systems and with components within the person’s microsystem This cross-layer engagement demonstrates how environments beyond the individual shape growth and behavior by connecting to the microsystem Paquette and Ryan emphasize these interconnections as essential for understanding multi-level developmental processes.
Bronfenbrenner's ecological systems theory positions the macrosystem as the outermost layer of the environment, representing the broad economic structures and social conditions that shape an individual's development Although the macrosystem is described as having the least direct influence, its cultural and structural context filters and informs how more proximal systems operate The model also introduces the chronosystem, a temporal dimension that captures how time—personal life events and historical shifts—interacts with development over the life course Taken together, these layers illustrate that an individual's growth emerges from dynamic, multilevel interactions with an ever-changing external world (Shaffer, 2002; Paquette & Ryan, 2001; Bronfenbrenner, 1979).
Time is a central element in developmental theory, focusing on the changes and events in an individual's life and how these shape their development (Paquette & Ryan, 2001) Proximal processes are key to understanding time, because these interactions grow more complex through repeated occurrences across extended periods (Swart & Pettipher, 2015) This time-oriented perspective helps explain the ongoing changes and development that occur at multiple levels and how they influence each person differently To study an individual's development, it’s essential to consider not only the person and their immediate environment but also the larger ecological context in which those interactions unfold.
Inclusive Education within the International and National context
The application of an inclusive education policy presented a challenge to nations across the globe to provide quality education for all learners, including special needs learners (Nel et al.,
Research on inclusive education has been conducted worldwide, yet its practical implementation varies across and within countries (Forlin, 2004) Although inclusive education represents a universal philosophy, governments interpret international guidance and national policies differently, shaped by their histories, values, traditions, and institutional structures Some nations are closer to achieving inclusive education than others; when comparing South Africa with international findings — notably Canada and India — research reveals both similarities and differences This article presents lessons from these comparative studies and offers a concise summary of inclusive education research in Canada and India as illustrative examples.
Since 1985, Canada has recognized the importance of enacting legislation to protect and promote the rights of citizens with disabilities Provincial governments have enacted laws to ensure appropriate education for all students However, the movements and advocacy necessary to support these laws have developed gradually The school infrastructure required to guarantee equity for students with disabilities is still being developed.
Implementation of inclusive education across Canadian provinces has not been uniform (Sokal & Katz, 2015) The means by which provincial programmes demonstrate inclusive principles vary in type, scope, and quality, influencing the degree to which they meet or exceed expectations Several studies of educational placements for learners with barriers to learning in Canada indicate that the goal of inclusive education is still far from being achieved.
18 of inclusive education with regard to the physical, academic, and social inclusion (Timmons
In Canada, several smaller provinces have managed to include about half of learners who experience barriers in highly inclusive settings, a trend supported by high parental involvement and strong classroom support structures (Timmons & Wagner, 2008) However, although many learners are physically included in mainstream classrooms, others remain academically and socially unintegrated, depriving them of equal opportunities with their peers (Timmons & Wagner, 2008) This suggests that transformation has occurred in contexts where physical, academic, and social segregation persists and is recognized (Sokal & Katz, 2015) The main barriers to successful implementation of inclusive education in Canada are insufficient teacher education (skill and confidence gaps), funding processes, and intrinsic socio-emotional and behavioral mental health challenges faced by some learners (Sokal & Katz, 2015).
Canada's success in inclusive education stems from coordinated efforts by all key stakeholders, with educational ministries nationwide driving changes in curricula, assessment, reporting, funding, and professional development (Sokal & Katz, 2015) Across the provinces, Canada has launched targeted programmes to strengthen its commitment to learners with barriers to learning, placing strong emphasis on teacher development and on engaging parents and the wider community as essential to success This approach to inclusive education can be examined further in the South African context.
Enacted in 1996, the Indian Persons with Disabilities (PWD) Act marked a turning point in education for children with disabilities by mandating their inclusion in mainstream schools A core aim of this legislation was to integrate learners with disabilities into regular classrooms, laying the groundwork for a broader policy shift toward inclusive education Since then, several government-initiated initiatives have followed, reflecting the Indian government's ongoing commitment to implementing inclusive education policies and expanding access to education for all learners with disabilities.
Research in India indicates multiple issues in inclusive education and education more broadly India is a vast country with a heterogeneous population defined by ethnicity, religion, culture, language, economic status, access to resources, and political resolve (Sharma) These dimensions shape how education is designed, delivered, and experienced, contributing to persistent gaps in access, quality, and outcomes for learners—including those with disabilities and other marginalized groups Addressing these challenges requires coordinated policy action, targeted resource allocation, and inclusive practices that reflect both national priorities and local realities.
& Das, 2015) Consequently, a unified approach to the development and implementation of policies and programmes will not be efficacious
A study of private schools in India found that some institutions used a communicative and collaborative approach along with a well-developed whole-school strategy to implement inclusive education (Sandhill & Singh, 2005) Regular communication between the principal, management, and teachers supported this approach, while the active involvement of learners, parents, and teachers helped ensure the whole-school plan achieved its goals The school community also fostered positive attitudes toward learners with disabilities, reinforcing inclusive practices across the campus.
India has made progress in developing inclusive education policies, but many children with disabilities or learning barriers still fall outside the schooling system and require additional support (Sharma & Das, 2015) School placement decisions are largely driven by the type and extent of a learner’s disability and their ability to fit into a mainstream classroom (Singal & Rouse, 2003; Sharma & Das, 2015) The way disability and inclusive education are defined in India shows a predominance of the medical/deficit model, which poses challenges to delivering quality education for all, especially for learners with disabilities Additional obstacles include a lack of resources, supportive leadership, and teaching practices (Sharma & Das, 2015).
Consistent with South African research (Du Toit & Forlin, 2009; Eloff & Kgwete, 2007; Engelbrecht, 2006; Engelbrecht, Nel, Smit, & van Deventer, 2016; Mitchell et al., 2008; Ntombela, 2009; Oswald & Swart, 2011; Weeks & Erradu, 2013), a number of studies conducted on inclusive education in India have reported on the lack of physical and human resources essential in the implementation of inclusive education in the majority of schools, particularly those situated in rural areas (Bhatnagar & Das, 2013; Shah, Das, Desai, & Tiwari, 2014; Sharma, Moore, & Sonawane, 2009) In addition, a scarcity of trained professionals have also been reported (Shah et al., 2014) Large classroom sizes further affects the implementation of inclusive education (Sharma & Das, 2015) Several studies
20 have found that most teachers in mainstream schools do not possess sufficient skills to accommodate learners who experience barriers to learning The study concludes that India still has a long way to go in terms of achieving its goal of inclusive education (Sharma & Das, 2015).
Inclusive Education within the South African context: An overview of the implementation
While international policy, practice and research can inform local practice, South Africa must develop its own approach to policy and practice based on local needs and requirements Inclusive education in South Africa will have unique characteristics shaped by the country’s context The shift to inclusive education is part of the broader transformation agenda—from the previously segregated apartheid-era education system to a diverse and socioeconomically empowered society—and involves reconceptualizing special education To implement an integrated education system, a flexible curriculum and robust support structures needed to be established South Africa’s approach to inclusive education is defined in Education White Paper 6 (Department of Education, 2001).
The Ministry of Education is committed to building an education and training system that promotes education for all, fosters inclusive and supportive learning centers, and enables every learner to participate actively in the education process, develop their potential, and participate as equal members of society This commitment aligns with the Constitution of South Africa and the principles outlined in Education White Paper 6.
The Constitution of the Republic of South Africa (1996) lays the foundation for guiding principles in an evolving democracy, with a focus on overcoming past inequalities and injustices to create an equitable and just society for everyone This vision has directly influenced the development of education policy and legislation in South Africa, particularly the policy of inclusive education, as noted by Swart and Pettipher (2015).
An inclusive education system recognizes the diversity of learners and learning methods and understands that some students may encounter barriers to learning and development (Yssel et al., 2007) The concept of Barriers to Learning originated during the National Commission on Special Needs in Education and Training (NCSNET) and the National Committee for Education Support Services (NCESS) processes (Department of Education, 1997) Barriers to Learning are anything that hinders learners from succeeding or reaching their potential, arising from experiences in various contexts—home, community, school, and classroom—or from health conditions or disabilities (Department of Education, 2008).
Barriers to learning arise from both intrinsic factors—those that originate inside the learner and are often described as impairments—and extrinsic factors—external conditions that can hinder a learner’s development (Nel, Nel, & Hugo, 2013) Inclusive education seeks to accommodate the needs of all learners, including those on the periphery of society, so they can participate fully and engage in the learning process (Department of Education, 1997).
South Africa's National Department of Education has developed Conceptual and Operational Guidelines to facilitate the implementation of inclusive education policies nationwide These guidelines integrate the underlying concepts with practical, actionable procedures to ensure inclusive education is effectively carried out across schools in South Africa.
• Screening, Identification, Assessment and Support policy (Department of Education, 2008);
• Guidelines for Inclusive Learning Programmes (Department of Education, 2005);
• Conceptual and Operational Guidelines for District-Based Support Teams (Department of Education, 2005a);
• Conceptual and Operational Guidelines for Special Schools as Resource Centres (Department of Education, 2005b);
• Guidelines for Full-Service Schools (Department of Education, 2009c)
These guideline documents will not be elaborated upon in this paper
The short-term (2001–2003) and medium-term goals (2004–2008) of White Paper 6 look to address the vulnerabilities within the system, progressively increase access to and provide
Education for all requires building the capacity of support givers and ongoing monitoring and evaluation of implementation, with a long-term goal for 2009–2021 to develop an inclusive education and training system that identifies and removes barriers to learning while recognizing and accommodating the diverse range of learning needs The initial implementation timeline was adjusted, with the first phase now viewed as completed between 2005 and 2009 A key strategic shift involves establishing district-based support teams (including special schools) and institutional-level support teams, enabling mainstream schools to collaborate with these teams to create appropriate learner–educator support services and thereby foster a more inclusive education system in South Africa.
Shared ownership and collaboration among parents, teachers, and learners, along with an inclusive school environment that truly values diversity, are key features of an inclusive school community This is realized through a re-culturing process in which role players and the wider community transform entrenched discriminatory attitudes, beliefs, values, and practices into a mindset that supports and promotes inclusion In the South African context, this requires significant changes to school administration and to the roles and responsibilities of teachers and staff Change is grounded in collaboration, with teams working toward a common goal, respecting differences, and learning from one another as ideas are shared.
Parents are a key stakeholder in the successful implementation of inclusive education (Engelbrecht et al., 2005) In South Africa, parental involvement in the education system was minimal and regarded as insignificant prior to 1994 The transition toward inclusive education has increased parental participation, a change noted in the shift to inclusion (Yssel et al., 2007) Education White Paper 6 further emphasizes the significance of engaging parents in the education process.
Active involvement in their child’s education is fundamental to effective learning and development, providing the environment and support needed for academic growth Parents acknowledge their role as primary caregivers and as essential resources to the education system, strengthening home–school collaboration and contributing to better student outcomes.
Teachers are the primary agents through which inclusive education is realized (Oswald & Swart, 2011; Engelbrecht, Nel, Nel, & Tlale, 2015) The success of educational change depends on the active involvement of all teachers, ensuring broad participation and collective ownership Each teacher should take ownership of the change process and contribute valuable insights and actions that advance inclusive learning environments (Fullan).
Providing support to teachers is needed because they face considerable pressures when implementing inclusive education The starting point for successful inclusive education lies with school leadership, particularly the principal, who should govern the school in a democratic way and foster collaborative partnerships Without backing from the principal and management, the transformation toward inclusive education can be hindered.
The principal's role in managing inclusive education is central to creating and sustaining an inclusive school environment By fostering a positive, collaborative culture where staff work together and support one another, the principal helps ensure that inclusion is embedded in daily practice While collaboration is shaped by the actions of principals, teachers, parents, students, and communities, strong governmental legislation governing the implementation and management of inclusive education is essential to guide how inclusion is carried out across schools—mainstream schools, full-service schools, and special education schools.
Inclusive education will maintain mainstream schools while also fostering the development of full-service schools and strengthening existing special schools, with the decision about which type of school a learner should attend determined by the level of support that the learner needs (Department of Education, 2001; Yssel et al., 2007).
Mainstream schools serve the majority of learners who have mild or no barriers to learning and are expected to implement inclusive education while accommodating learners with moderate special needs Special schools, in contrast, accommodate learners with more severe difficulties and function as resource centres, thereby redefining their role in education (Department of Education, 2005) Today, special schools are part of district-based support teams (DBST), a collaborative network that brings together various professionals with the aim of providing coordinated support to learners.
Search Strategy
To secure a thematic overview of inclusive education research in South Africa for the period under study, a systematic literature review was conducted for data collection and thematic synthesis was employed as the data analysis approach, with the details of the analysis outlined in Section 3.5 – Data Analysis.
Systematic reviews identify, critically appraise, and synthesize findings from all relevant, high-quality studies addressing one or more research questions, functioning as a secondary study that condenses large, unwieldy amounts of information into a comprehensive knowledge base They search for all relevant published and unpublished evidence, apply predefined inclusion criteria, and assess study quality, then synthesize findings across subcategories—populations, settings, and treatments—to determine generalisability The aim is an unbiased summary of the evidence, mindful of study flaws, to guide future practice, with systematic literature reviews considered essential for helping professionals stay abreast of the expanding knowledge base.
Using a systematic review as a method of data collection reduces bias in reported findings thanks to its explicit methodology, and it enables assessment of generalisability while identifying, assessing, and explaining consistencies and inconsistencies across studies In addition, systematic reviews enhance the reliability and accuracy of the recommendations they generate.
A comprehensive search of key online databases—ProQuest, EBSCO, ERIC, JSTOR, PsycInfo, SAGE, SpringerLINK, and Taylor and Francis Online—was conducted for studies published from 2001 through 2016 Documented research retrieved from these databases was identified using targeted terms and keywords, including inclusive education, inclusion, education in South Africa, and inclusive education in South Africa, with the goal of maximizing the retrieval of relevant studies.
Selection Criteria
The following inclusion criteria were used:
• Source of publication: the studies had to have been published in peer-reviewed journals This excluded studies published in book chapters, technical reports and studies presented at conferences
• Time range: the studies to have been published between the years 2001 and 2016 and to represent the extent of research on inclusive education in South Africa since its implementation
• Language: studies had to be documented in English
• Focus: journal publications had to be on inclusive education, with a focus on inclusive education research in South Africa
• Research methods: the selected studies were data based (either primary or secondary) with qualitative, quantitative and/or mixed designs, or conceptual articles
Figure 1 A diagrammatic representation of the review search process
Adapted from (Moher, Liberati, Tetzlaff, & Altman, 2009)
Study Selection
The studies had to meet all inclusion criteria in order to be selected for inclusion into the review
From an initial broad search, 335 publications of potential interest were identified, including duplicates; after removing duplicates, 287 publications remained The screening process used the titles and abstracts of 165 journal articles to determine eligibility against predefined inclusion criteria, and when these provided sufficient information, the full text was retrieved and examined Of the identified works, 47 were shortlisted for further review, and to be included in the review database, studies had to meet all inclusion criteria After removing duplicates and applying the selection criteria to the 47 shortlisted publications, 37 eligible journal articles were ultimately included in the current systematic literature review Figure 1 provides an overview of the complete search process The most common reasons for exclusion were international studies, outdated studies (prior to the introduction of inclusive education), studies that addressed education in general rather than inclusive education specifically, and reviews and dissertations.
Data Analysis
To obtain a thematic review of inclusive education research in South Africa for the period under study, we applied a thematic synthesis approach to data analysis Thematic synthesis is a method used to integrate findings from multiple studies within a systematic review to inform policy and practice (Thomas & Harden, 2008) A core feature of this synthesis is the interpretation and conceptual comparison across studies, which reveals overarching themes and implications for inclusive education policy and practice in South Africa.
Thematic synthesis is carried out in three stages In stage one, the text is coded to produce descriptive themes In stage two, study findings are identified and selected in full; each line is coded for content and meaning, building a code bank that expands as each study contributes and new codes are generated These codes are then analyzed to identify similarities and differences, with new codes created to describe the meanings of clusters of initial codes (Thomas & Harden, 2008) Stage three follows to complete the synthesis.
29 involves creating analytical themes and is perceived as transcending further than the content of the studies being analysed, in terms of developing new interpretive hypotheses.
Ethical Considerations
Articles used in this study were drawn from the public domain, so there were no confidentiality concerns, in line with American Sociological Association (1999) Consequently, ethical clearance was not required for this study.
Reflexivity
Reflexivity in research demands critical self-awareness of how researchers present themselves, their interests, and the stance they adopt, and how these elements shape all stages of the research process (Pillow, 2003) To safeguard objectivity, I continually reflect on my own thoughts to prevent them from shaping the data As a teacher, I recognize the sensitivities and potential biases that may arise from my professional experiences and my views on inclusive education, and I acknowledge the need to account for these when writing up the study because they could affect data collection and analysis Strategies I used to manage personal biases included seeking supervision and maintaining a reflexive journal to record thoughts and feelings that emerged during the research It was essential for me to continually reflect on my emotions, values, perspectives, and idiosyncrasies so as not to let them influence the study.
This chapter presents the findings of the current study based on qualitative analysis of the data collected, beginning with a concise background on the results and followed by a detailed description of the research methods used It also summarizes descriptive data drawn from the publications included in the review, and concludes with an in-depth discussion of the emerging themes identified across those publications.
Thirty-seven publications met the inclusion criteria for this review, and Appendix A provides a concise summary of these studies The article presents graphic representations of the descriptive data from the included studies, with Figure 2 illustrating the research methods employed and Table 1 on page 24 showing the number of studies published within a three-year period, while Figure 3 on page 24 maps the distribution of publications across the nine provinces of South Africa A brief discussion follows to interpret the descriptive data highlighted in these figures and table.
Figure 2 Number of publications within the various research methods
Qualitative Quantitative Conceptual Mixed Methods
Table 1 Number of publications within a three-year period
Figure 3 Number of studies conducted per province
Of the thirty seven publications that met the criteria for the current review, Figure 2 on page
Twenty-one studies were reviewed: 43% used a qualitative methodology, 6% (n=2) used a quantitative methodology, and 16% (n=6) utilised a mixed methods design, with the remaining 35% being conceptual articles Table 1 shows publication year distribution: three studies (2001–2004), nine studies (2005–2007), seven studies (2008–2010), ten studies (2011–2013), and eight studies (2014–2016) Figure 3 indicates that the majority of studies included in the review were conducted within the periods shown.
Gauteng Western Cape Mpumalanga Eastern Cape Limpopo North West Free State Gauteng & Western Cape
Number of Studies conducted per Province
Within the Kwa-Zulu Natal province, followed by Gauteng, Figure 3 shows that no studies included in this review were conducted in the North West or Limpopo The figure also indicates that data come from twenty-four publications (65%) that used qualitative, quantitative, or mixed-methods designs, and it does not include the thirteen conceptual articles Appendix A indicates that the majority of publications in this review appeared in international journals, including the International Journal of Disability, Development and Education; School Psychology International; and the International Journal of Inclusive Education, among others.
Among the 37 publications meeting the review criteria, only 6% (n=2) were quantitative studies, with one conducted among learners and the other among pre-service teachers The learner study aimed to examine self-esteem among boys in an inclusive school, comparing those diagnosed with a learning disability to those without a diagnosis, though the sample size was small The study with pre-service teachers investigated their attitudes and concerns toward inclusive education and their comfort in interacting with individuals with disabilities after completing a course on inclusive education.
Of the 37 publications meeting the criteria for the review, the majority (43%, n=16) were qualitative These qualitative studies mainly explored teachers’ experiences, perceptions, and attitudes toward inclusive education Two studies focused on parents and two on key stakeholders (a blend of teachers and parents) Most research was conducted in the KwaZulu-Natal province, followed by Gauteng, in South Africa The preferred data-collection method across these studies was focus group interviews There were no qualitative studies published in the 2001–2004 period, but four studies in each subsequent three-year interval were reported.
Among the 37 publications meeting the criteria for the current review, 16% (n=6) employed a mixed-methods design Geographically, two studies were conducted in the Western Cape, two in Gauteng and the Free State provinces, one in Gauteng and the Western Cape, and one in KwaZulu-Natal The publications span several years: one study appeared in 2003, two in 2006, one in 2012, one in 2013, and one in 2015 Four of the studies focused on teachers.
33 parents, and learners A number of data instruments were utilised among the six studies, however, all six studies used questionnaires to collect data
Across 37 publications meeting the review criteria, conceptual articles accounted for 35% (n=13) These works examine inclusive education, with a focus on the policy–practice gap in South Africa and the challenges and successes observed in implementing inclusive education to date The analysis also highlights the role of teachers in inclusive education, alongside studies on the evolving responsibilities of educational psychologists within the inclusion process and investigations into the function of special schools.
The findings of the publications mentioned within the various research methods will be reported on below
This review synthesizes research on inclusive education in South Africa since its 2001 implementation, noting that the bulk of studies concentrates on teachers’ attitudes, perceptions, and experiences of inclusive education The dominant themes that emerge center on how teachers interpret and enact inclusion, the challenges and supports present in schools, and the implications for teacher preparation, professional development, and policy.
• Attitudes, beliefs, perceptions and practices of key stakeholders
Figure 4 below reflects the emergent themes It also illustrates the sub-themes
34 Figure 4: Diagrammatic representation of the emergent themes and sub-themes
This article offers an in-depth, theme-by-theme examination that clarifies each theme’s unique relevance, its connections to other themes, and how it addresses the study’s research questions and overall aims Each theme is analyzed in detail to reveal its standalone significance while mapping its interrelationships with other themes, illustrating how cross-theme dynamics shape the findings The discussion acknowledges substantial links and overlap among themes, underscoring an integrated approach where the interplay between themes informs interpretation and synthesis of the study Taken together, these analyses show how individual themes contribute to the research objectives and how their interconnections enhance the overall understanding and SEO visibility of the work.
1 Attitudes, beliefs, perceptions and practices of key stakeholders
Findings from this review indicate a spectrum of positive and negative attitudes, beliefs, perceptions and practices toward inclusive education among South Africa’s key stakeholders; across teaching staff and management, parents, and learners, both affirming and challenging views emerge, shaping how inclusive education is understood and implemented The analysis presents, for each stakeholder group in turn, the positive orientations before the negative ones, offering a structured view of the dynamics influencing inclusive education in South Africa.
Across South Africa, teachers have embraced inclusive education, adopting positive attitudes and backing its implementation for a variety of reasons A significant number recognise the need for inclusive practices and actively support their integration in classrooms Some educators have even described their teaching methods as inclusive, reflecting a firm commitment to meeting the diverse needs of all learners (D’amant, ).
Research from 2012 and Meltz et al (2014) shows that some teachers, influenced by their personal experiences with disability, developed positive attitudes toward inclusion, and this perspective accelerated a process of transformation in their teaching practice.
Du Toit and Forlin (2009) found that teachers with positive attitudes toward inclusive education take initiative and are committed to creating a conducive learning environment for learners who experience barriers to learning Weeks and Erradu (2013) corroborate this by showing that such teachers draw on imagination, creativity and resourcefulness to adapt the curriculum through accommodations like practical activities, alternative assessment, extended time, and code-switching, while also modifying classroom and external environments to meet learners’ needs and enhance their educational experiences Despite challenges such as overcrowded classrooms and limited resources, these teachers go above and beyond to support learners, a commitment reinforced by Engelbrecht et al (2016).