Abstract

Research has shown that South African teachers need knowledge and skills for the practical implementation of inclusive education. With the assumption that inclusive schools will reflect the diversity of the communities they serve, teachers are expected to ensure that the learning needs of all learners, including those who experience barriers to learning, would be met in ordinary (as opposed to separate or special) classrooms. Much as the international experience of inclusion can inform local practice, South Africa’s unique historical, socio-economic and educational context will determine how inclusion is implemented in this country. South African teachers can learn much from inclusive practices that have been shown to be successful in the developed and developing world, but have to work with the challenges and opportunities of the post-apartheid classroom. Key inclusive strategies, such as training, differentiation, collaboration and modification can and must be made relevant in South African schools. Guided by local policy and legislation, teachers not only have to employ class-wide strategies that acknowledge diversity, but also need to provide the support necessary to allow individual learners who experience barriers to learning to succeed. By using authentic classroom examples and the national education department’s ‘Guidelines for Screening, Identification, Assessment and Support’, teachers and members of institution level support teams can be assisted to ensure quality teaching and learning relevant to all their learners