Teachers’ Understanding of Implementing Inclusion in Mainstream Classrooms in Rural Areas

This study explores teachers’ understanding and implementation of inclusive education in a rural mainstream secondary school in Limpopo Province, South Africa. Grounded in the inclusive pedagogy framework, the research employed a qualitative approach, combining classroom observations and semi-structured interviews with three purposively selected teachers. Findings revealed a significant disconnect between teachers’ conceptual support for inclusion and their classroom practices, which remained largely traditional and undifferentiated. Teachers expressed narrow or fragmented understandings of inclusion, often equating it solely with disability integration, and cited systemic barriers such as overcrowding, rigid curricula, and inadequate training as key challenges. Despite emotional discomfort and pedagogical insecurity, participants demonstrated a willingness to adopt inclusive strategies if provided with contextualised professional development and systemic support. The study underscores the need for strengthened pre-service and in-service teacher training, curriculum flexibility, and resource provision to bridge the policy-practice gap in rural inclusive education. Recommendations include collaborative learning communities, stakeholder engagement, and further research to advance equitable implementation.