Abstract
This study has thoroughly investigated the various strategies necessary for facilitating a
successful transition for a learner with a specific learning disability (dyslexia) from
remedial school to mainstream classrooms. Regardless of robust South African policies
on inclusive education, learners with specific learning disability often encounter
significant challenges during this critical transition period, necessitating a closer
examination of effective methodologies to support them. The central aim of the study
was to explore and identify strategies that promote a seamless transition for a learner
with SLD with challenges in reading, writing, and spelling. It proposes a detailed and
effective transition plan designed to aid teachers, parents, district-based support teams
and learners in navigating the complexities associated with moving from a remedial to
a mainstream school setting. Conducted across two distinct educational institutions, one
mainstream and the other a remedial school, this research employed a qualitative
methodology, specifically utilising a case study approach. Data collection methods
included semi-structured interviews, observations, reflective journals, and document
analyses. The rich data gathered was subsequently analysed through thematic data
analysis, following the structured approach outlined by Creswell and Porth. The findings
from this extensive analysis were organised into five primary themes, each shedding
light on critical aspects of the transition process: Theme 1: Emotional and Academic
Adjustment, Theme 2: Instructional and institutional strategies, Theme 3: Emotional and
educational support by families, Theme 4: Collaboration between stakeholders, and
Theme 5: System readiness and resource gaps. This research successfully fulfilled its
objective of identifying the most effective strategies for reintegrating a learner with a
specific learning disability (dyslexia) into mainstream educational settings. Ultimately, it
advocates for a standardised transition plan to integrate learners from remedial school
to mainstream classrooms, one that is rooted in inclusive educational policies and
responsive to the diverse needs of all learners.