Abstract
Background: Learners with dyslexia transitioning from remedial to mainstream schools face academic, social and emotional challenges. Inclusive education policies ensure access, yet practical guidance for teachers and support teams is limited. Aim: The aim of this study was to develop a conceptual framework to guide the reintegration of learners with dyslexia from remedial schools into mainstream classrooms. The framework is grounded in liminality theory and sociocultural learning theory and emphasises learner-centred support and structured scaffolding. Setting: The framework was developed in Johannesburg, involving a learner with dyslexia, parents, teachers and school-based and district-based support personnel. Methods: Data were collected through semi-structured interviews, classroom observations and document analysis. Thematic analysis informed the development of the framework. Results: Reintegration practices were found to inadequately address learners’ transitional experiences and socially mediated learning needs. The framework provides structured guidance for teachers, families and support teams to facilitate gradual adaptation and meaningful participation. Conclusion: By integrating emotional, academic and relational support, the framework ensures learners are supported holistically throughout reintegration. Contribution: This study provides a contextually grounded framework that enhances understanding of reintegration processes and strengthens inclusive practice for learners with dyslexia.