Abstract
One of the key imperatives for behind inclusive education is the diversity and distinctive contributions made by learners with various learning barriers in mainstream schools. Although inclusive education is important, a number of barriers still stand in the way of its effective implementation. Policies for inclusive education have been in place for a long time, but their execution has been slow and hampered by red tape. The implementation of inclusive education policies requires a more efficient strategy. It is for this reason that this thesis sought to analyse some of these barriers within a particular case study in a rural primary school in South Africa. Whilst scholarship in this field is established as shown by a number of existent studies, this research study is conducted by a practising teacher at her school within a particular demographic and rural setting to contribute to understanding the barriers for the identification and implementation of a more efficient strategy in similar schools. This study assessed the implementation of the inclusive education policy framework in South Africa. The study was carried out in North-West province, a certain primary school, as a case study. The study employed a case study design and a qualitative research methodology. In this study, the researcher adopted an interpretive paradigm, which helps to focus on the full complexity of human sense-making as the situation emerges, as well as a decolonial theoretical framework, as it incorporates diverse perspectives and challenges Eurocentric approaches to teaching and learning. The study found that the implementation of inclusive education was clearly affected by a number of factors, including teacher training, human and physical resources and time. The report also identified the obstacles to implementation, including overcrowded classrooms, insufficient time for teaching learners with diverse learning needs, and a lack of parental support and involvement. For inclusive education to succeed, it was recommended that teachers should receive ongoing training on how to teach learners with special educational needs (SEN). Every child should have access to enough resources for schools to meet their varied learning needs, and a flexible curriculum is essential to giving all learners the chance to learn and gain from their education. All stakeholders involved in the education of learners with special needs must actively participate for inclusive education to be successful.