Perceived challenges to the implementation of inclusive education in South Africa

Abstract The implementation of inclusive education in South Africa has encountered persistent challenges despite the country's progressive policies promoting equity and access for all learners. This study critically examined the perceived challenges to inclusive education, drawing on empirical evidence from teachers teaching at mainstream and full‐service schools. Data was collected through questionnaires from 140 primary and secondary school teachers employed in full‐service schools, in the Capricorn Region, Limpopo Province. The findings reveal a gap between policy frameworks and the realities of classroom practices. Key challenges identified include a lack of resources, limited teacher training, and adapting and differentiating the curriculum in implementing inclusive education. The findings suggest that without targeted interventions, such as capacity‐building for teachers and stronger collaboration between communities and educational institutions, the goal of inclusive education in South Africa will remain aspirational rather than achievable. This paper argues for a multi‐faceted approach to inclusive education that strengthens policy and empowers local schools to implement sustainable, context‐sensitive strategies. The implications of these findings underscore the need for a comprehensive review of current policies and practices to ensure inclusive education becomes a lived reality for all learners, regardless of their socio‐economic background or geographical location.