Abstract
This research aimed to investigate the experiences of high school learners with learning disabilities when attempting to access their right to education in a public mainstream high school. The school was located in Soweto Johannesburg Central District, in Gauteng province. The study used a qualitative research approach informed by the social constructivist paradigm using a phenomenological research design. The study sampled a total of 16 participants between grades eight and ten. Data were collected using semi-structured individual interviews and a focus group discussion. Thematic data analysis was used to analyse the data. The findings showed that the learners with learning disabilities understood their right to education in line with international and local legal documents on learners’ rights. Another finding showed that some learners had positive experiences because some of their peers and teachers supported them and the school provided relevant sporting activities for them. However, several participants also indicated that they had challenges when trying to access their right to education. These included being teased, lack of caring teachers and late issuing of assessment timetables. This study contributed by highlighting the urgent need to implement the existing Screening, Identification, Assessment and Support (SIAS) policies and create awareness for learners and teachers regarding inclusive education and how to relate to learners with learning disabilities.
Key words: Education White Paper 6, inclusive education, learning disability, mainstream school