The experiences of mainstream intermediate phase educators in implementing inclusive education practices in the Western Cape

Abstract

This study explored the experiences of mainstream Intermediate Phase educators in implementing Inclusive Education practices in the Western Cape, with particular focus on supporting learners with intrinsic learning barriers in mainstream classrooms and highlighting educators’ role in promoting inclusive school environments and quality education for all. A qualitative research approach, grounded in an interpretivist phenomenological design, was employed. Purposive sampling was used to select ten Intermediate Phase educators from five mainstream public primary schools in the Western Cape. Data were collected through semi-structured interviews with educators who taught learners with intrinsic learning barriers in mainstream classrooms. The interview data were transcribed and analysed using thematic analysis to identify recurring themes and patterns related to educators’ experiences of Inclusive Education implementation. The findings indicate a conscious shift within mainstream public schools in the Western Cape towards Inclusive Education, with educators independently implementing strategies to accommodate diverse learning needs. However, many participants reported feeling underprepared and uncertain when supporting learners with intrinsic learning barriers, citing limited training, overcrowded classrooms, insufficient resources, and inadequate support structures as key challenges. The study highlights the need for greater systemic commitment to ongoing professional development, practical training, mentorship, and stronger collaboration among educators, parents, support staff, and the Department of Basic Education to support effective Inclusive Education implementation.