The South African Constitution is built on the ideals of human dignity, the promotion of human rights and freedom, and the realization of equality. Thus, the South African education policy prioritised complete equity and that consequently led to the implementation of inclusive education. However, some teachers are failing to fulfil the needs of learners with learning impairments in regular classrooms. Therefore, the purpose of this study was to explore the barriers faced by primary school teachers in the implementation of inclusive education at a primary school in Buffalo City Education District in the Eastern Cape Province of South Africa. Qualitative data was collected through individual in-depth face-to-face interviews with seven primary school teachers. The participants teach Grade One to Seven learners. The collected data were analysed using the thematic approach. The findings of this study revealed that it was difficult for teachers to implement inclusive education. The challenges cited include employing under-qualified teachers, inadequate infrastructure and teaching and learning material. Participants proposed that the District Department of Basic Education should continuously train teachers and provide schools with teaching and learning material. Infrastructure that teachers suggested were information and communication technology, classrooms suitable for learners who are physically challenged and furniture.

Username
Password