The DOI matches its Crossref record; 49 of the 50 references it cites were found in a registry or an index.
The challenges of inclusive education and its implementation in schools: The South African perspective
Open accessAbstract
Inclusive education is the term used to describe an education system in which all learners are accepted and fully included, educationally and socially. The process of inclusion proves to have challenges in developing countries such as South Africa which adopted it a bit later than the developed countries. Research has mentioned that amongst other challenges is the lack of resources and overcrowding. Hence, this paper debates and discusses the challenges in the implementation of inclusive education in South African schools. The study was designed as a multiple case study research in which a qualitative research approach was employed. Three schools in the Buffalo City Metro and three participants per school participated in the study. Qualitative data analysis was grounded on an interpretive philosophy. The findings revealed that overcrowding, insufficient training, lack of knowledge and skills of educators were the overarching themes that resulted in educators feeling a sense of inadequacy to teach in an inclusive education classroom. The study will cover the challenges faced in the implementation of inclusive education. Therefore, the study recommends that inclusive education should cater to all learners irrespective of the type of disability.
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“In South Africa, many special needs learners find themselves in mainstream classrooms, and teachers are expected to adapt curriculum for the inclusive education needs of their learners (Mpu & Adu, 2021).”
From Using LEGO® Six Bricks® as an educational resource to address challenges pre-service teachers face during school-based teaching practice (2025) · cites this paper as Mpu & Adu, 2021
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“Existing open-education resources for using Six Bricks® in a Foundation Phase classroom focused on mainstream activities related to the national curriculum in numeracy, literacy and life skills kills (Mpu & Adu, 2021;Schuelka et al., 2020).”
From Using LEGO® Six Bricks® as an educational resource to address challenges pre-service teachers face during school-based teaching practice (2025) · cites this paper as Mpu & Adu, 2021
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Cites
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Research works printed but not linked: 7
- Bigham, T. 2010. Do teachers have a negative attitude towards the inclusion of students with special needs? Unpublished master thesis. USA: Ohio University.
- 10066abstract · DOI
- v37n1a1226 · DOI
- Engelbrecht, P. & Muthukrishna, N. 2017. Inclusive education as a localised project in complex contexts: A South African case study. Southern African Review of Education, 25(1): 107-124. 2021 39(2): 236-238 http://dx.doi.org/10.18820/2519593X/pie.v39.i2.16 Perspectives in Education 2021: 39(2)
- Galabuzi, G.E. 2004. Social exclusion. In D. Raphael (Ed.). Social determinants of health: Canadian perspectives (pp. 235-251). Toronto: Canadian Scholars' Press Inc.
- Mkandawire, M.T., Maphale, S.P. & Tseeke, M.R. 2016. A comparative assessment of special education situations between Lesotho and Malawi. International Journal of Education and Research, 5(4): 171-183.
- Mpu, Y. 2018. Educators' perceptions of inclusive education for learners with physical disabilities. Unpublished PhD thesis. East London: University of Fort Hare.
Cited by
Sorted by citations
Islam, K. T., & Alam, M. J. (2023) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2023.100317 · Cited by 27
Inclusive education pandemic: Learning barriers for children with disabilities in South Africa
Chirowamhangu, R. (2024) · African Journal of Disability · doi:10.4102/ajod.v13i0.1462 · Cited by 23
Challenges of Implementing Inclusive Education: Evidence from Selected Developing Countries
Sijuola, R., & Davidova, J. (2022) · Rural Environment. Education. Personality · doi:10.22616/reep.2022.15.017 · Cited by 18
Motitswe, J. M. (2025) · African Journal of Disability · doi:10.4102/ajod.v14i0.1543 · Cited by 17
Teachers’ Influence on Adherence to Inclusive Education in the African Context
Luhalima, T. R., & Mulovhedzi, S. A. (2023) · Springer eBooks · doi:10.1007/978-3-031-31115-4_19 · Cited by 13
Metadata
- Authors
- Mpu, Y., & Adu, E. O.
- Affiliations
- University of Fort Hare (ZA)
- Venue
- Perspectives in Education
- Publisher
- University of the Free State
- Published
- 2021-06-11
- Volume
- 39
- Issue
- 2
- Pages
- 225-238
- ISSN
- 0258-2236 (ISSN-L)
- 2519-593X
- OpenAlex
- W3189400057
- Cited by
- 105
- References
- 50
- Citations by year
- 2026: 25 · 2025: 39 · 2024: 20 · 2023: 14 · 2022: 6 · 2021: 1
- FWCI
- 18.02
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Perspectives in Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › Inclusive Education and Diversity
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Social Sciences › Education › Education Pedagogy and Practices
- Keywords
- inclusive education, implementation barriers, school overcrowding, teacher professional development, disability, South African schools
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