Abstract
This qualitative study was conducted at one of the primary schools in Soweto, Johannesburg. The aim of the study was to identify the challenges encountered by learners with specific learning disabilities when transitioning from mainstream to full-service schools; to identify the support required by these learners and discover the support the educators need to ensure that the learners adapt successfully to their new learning environment. Schlossberg’s transition theory was used as the theoretical framework for the study, while thematic analysis was applied as the data analysis process. The findings indicated that the learners in the study were all struggling with mathematics, a specific learning disability known as dyscalculia. These learners blamed the educators for their challenges with mathematics. The learners indicated that they believed the educators were not doing enough to support them in ensuring that they understood mathematics. Meanwhile, the educators participating in the study expressed that they all supported inclusive education; however, they felt that the Department of Education was not doing enough to support them in ensuring that they succeed in teaching inclusive classrooms. Furthermore, the educators indicated that they appreciate the efforts and support from the Department of Education through various workshops. However, they believed the workshops did not address the challenges faced by educators. Instead, the support is focused on administrative issues rather than addressing issues relating to classroom activities.
Keywords: learning disabilities; learning barriers; specific learning disabilities