Abstract
Background: Education involves recognising the dignity and learning potential of every
learner. This study examines the ethical and practical meaning of transitioning learners with
specific learning disabilities (SLD) from remedial to mainstream schooling within South
Africa’s inclusive education policy framework.
Objectives: This study explores philosophical and practical strategies that support effective
transitioning of learners with SLD into mainstream schools.
Method: A qualitative single-case study design was employed involving seven participants in
Johannesburg. Data were collected through semi-structured interviews, reflective journals
and document analysis, and analysed using thematic analysis guided by Creswell’s analytic
spiral.
Results: The results of this study indicate that most teachers lacked formal training in inclusive
education despite supporting its principles. Individual support plans (ISPs) help personalise
learning through collaboration between teachers, parents and support teams. Assistive
technologies and accommodations, like readers and extra time, support equitable learning
access. Peer support and differentiated instruction enhance confidence, inclusion and
engagement for learners with SLD.
Conclusion: The study concludes that successful transitioning of learners with SLD depends
on structured support, ethical collaboration and compassionate teaching practices. It calls for
stronger alignment between inclusive education policies and classroom realities to ensure
every learner’s dignity and belonging.
Contribution: The study contributes by bridging philosophical ideals with practical strategies,
offering a framework for inclusive and humane educational practice.