Abstract
Amanuensis services are increasingly recognised as vital accommodations for learners in mainstream schools who have special educational needs and generally face challenges with reading and writing. Despite this, many teachers view the provision of amanuensis support negatively, perceiving it as an additional burden that demands extra time and resources. This study was aimed at exploring Grade 10 teachers’ perceptions of amanuensis services in mainstream schools during the critical transition from General Education and Training to Further Education and Training. The researcher employed a qualitative interpretive approach to conduct semi-structured interviews with five Grade 10 teachers in the Gauteng Province, and the transcribed data was thematically analysed. The findings revealed that teachers generally lacked knowledge of, and training in amanuensis services and were unfamiliar with their implementation. However, after receiving clarification, the teachers acknowledged the potential benefits for learners but remained concerned about the increased workload. The researcher also found that institutional support and clear guidelines were absent, further compounding teachers’ apprehension. These findings imply that proactive efforts by the Department of Basic Education—such as targeted training, district-level support and alignment with inclusive education policies—are essential to transform teacher perceptions and ensure equitable access to education for all learners.