Learning barriers for children with disabilities in inclusive primary schools in Chris Hani East District, South Africa

This study examines the various learning barriers faced by students with disabilities in South Africa. Employing a qualitative method approach, the research delves into educators’ lived experiences and perspectives to identify the key obstacles that impede inclusive education. A purposive sampling method was used to select 12 teachers with substantial knowledge and relevant experience regarding the challenges encountered by children with disabilities in educational contexts. Data were gathered through semi-structured interviews with these educators, who hail from diverse backgrounds across the various districts of Chris Hani East. The data were analyzed using thematic analysis, revealing systemic challenges, attitudinal barriers, resource constraints, and contextual factors that contribute to the exclusion and marginalisation of children with disabilities in educational settings. The article recommends collaborative efforts among governments and stakeholders to address systemic failings and negative attitudes while devising innovative solutions to ensure equitable access to education for all. This includes providing adequate resources, creating more accessible learning environments, and nurturing a supportive and inclusive culture.