Abstract
Currently there is an international shift towards inclusive education, a means
of education according to which the learner is schooled in the least restrictive
environment possible, to overcome his or her challenges to learning and development.
Bearing this in mind we considered the experiences of a learner with
learning difficulties who transited from a mainstream school environment to a
school for learners with special education needs (LSEN).1 Inclusive education
and ecological systems were the theoretical underpinnings of this study. The
findings revealed that the learner benefited from placement within the LSEN
environment on psychological, social, and academic levels. It appears that these
changes occurred as a result of being placed in an environment that provided
valuable and necessary resources to meet his learning needs, which were
lacking in the mainstream school environment. Therefore, it seems that while
inclusive education may be a way forward to access quality education for all,
it can be argued that the current South African socio-economic environment does
not necessarily allow for its successful implementation, as further access to
resources and facilities need to be made available. These findings provide
useful lessons at regulatory, infrastructural, and instructional functional levels
for what is needed for learners with special education needs to succeed in mainstream
school environments.