Abstract
This study, grounded in the intricate landscape of inclusive education for learners with special educational needs (LSEN) in South Africa, qualitatively explores stakeholders' perceptions, understandingsand expectations regarding challenges and opportunities in establishing an inclusive educational environment. The study reveals widespread misunderstandings about various aspects of inclusivity and inclusive education guided by the theoretical framework of the Theory of Planned Behaviour and through interviews with educators, school management teams, parents and other stakeholders. It underscores the influence of language and pragmatic consideration in shaping perceptions, resulting in the misalignment between policy aspirations and classroom realities. Findings also highlight the need for comprehensive educator training and transparent policies. The research advocates for a deep-rooted understanding of inclusivity by delving into these nuances.
LIST OF ACRONYMS
Department of Basic Education (DoE)
District-based support team (DBST)
Differentiated Curriculum and Assessment Policy (D-CAPS)
Learners with special educational needs (LSEN learners)
Mild to moderately mentally disabled (MID)
National Curriculum and Assessment Policy (CAPS)
Schools for learners with special educational needs (LSEN Schools)
School management team (SMT)
Screening, Identification, Assessment and Support Policy (SIAS)
Severely Intellectual Disabled (SID)