Navigating inclusive education: Teacher challenges and mitigation strategies for learners with disabilities in Waterberg District, Limpopo

Abstract

This study explored the challenges teachers face in educating learners with disabilities or learning barriers, as well as the strategies they implement to address these difficulties. A qualitative research approach was employed, with data collected through focus group discussions and participant observation involving teachers from selected primary schools in the Waterberg District of Limpopo province. The study is grounded in Bronfenbrenner’s Bioecological Systems Model, which provides a theoretical framework for understanding how interactions across multiple systemic levels, from the microsystem to the macrosystem, influence both the challenges experienced and the support strategies available for learners with disabilities. The findings indicate that teachers face numerous obstacles, including overcrowded classrooms, inadequate instructional resources, limited parental involvement, and insufficient access to specialised support services. Despite these constraints, teachers adopted strategies such as differentiated instruction, peer-assisted learning, motivational support, and inclusive classroom environments to address diverse learner needs. Although the teachers demonstrated a strong commitment to inclusive education, the study reveals that systemic challenges, particularly gaps in policy implementation and insufficient professional development, significantly impede effective practice. The study therefore recommends improved teacher training, adequate teaching resources, reduced learner–teacher ratios, and strengthened collaboration among schools, parents, and policymakers to advance inclusive education.