Abstract
This study explores the critical role of teachers in implementing inclusive education during crises, using the COVID-19 pandemic as a case study. Inclusive education strives to ensure equal learning opportunities for every student, irrespective of their backgrounds or abilities. However, crises like the pandemic introduce significant disruptions, challenging the continuity of educational practices. This research focuses on teachers' strategies in South Africa, where the educational landscape is divided into quintiles representing different socio-economic contexts. Through qualitative interviews with grade 10 English teachers across various quintiles, the study uncovers the innovative approaches and barriers faced in maintaining inclusivity during the pandemic. Key strategies identified include alternating school days, online learning adaptation, curriculum streamlining, and pedagogical shifts. However, the study also highlights the persistent inequalities exacerbated by these crises, particularly in lower quintile schools. The findings emphasize the resilience of teachers but call for enhanced support, flexible crisis-responsive policies, professional development, and strengthened community involvement to sustain inclusive education during future crises.