Abstract

Inclusive education is moulded by local factors. A qualitative case study was used to explore professionals’ perceptions of inclusive education (IE) practice in local schools along with interventions for a support model in the schools. Observations, focus group interviews and individual interviews were used to collect data from teachers, school principals, curriculum advisors and psychologists in Capricorn South District of Limpopo Province. Data analysis revealed five themes in terms of factors impacting on IE practice in the local schools and proposed actions to address the factors. The themes were discussed and recommendations were made for a sustainable support model in the local schools.

Key words: Context-specific inclusive education, perceptions of inclusive education practice.