Abstract
In South Africa, learners with intellectual disability (ID) have historically been marginalised from mainstream education, despite policies like Education White Paper 6, which advocates for inclusive education. The implementation of appropriate curricula for these learners remains a significant challenge, with many still excluded from equitable educational opportunities. This study examines different curricula for learners with intellectual disability in South Africa, aiming to contribute to an evidence base to guide future curriculum improvements and promote inclusive education practices. A qualitative research approach was employed, utilising semi-structured interviews with 20 participants, including education officials, teachers, parents, and learners with intellectual disability. Thematic analysis, aided by NVivo (14) software, was used to identify three key themes: (a) separate curriculum goals and learner placement, (b) common curriculum with adjusted access, pace, and support and (c) supportive efforts. While significant strides have been made in developing curricula for learners with ID, this study highlights the need for continued reform to ensure true inclusion and equity. The use of alternate curricula needs to be approached with caution and collaborative efforts between relevant stakeholders are key in overcoming the existing challenges and advancing inclusive education in South Africa.