African journal of disability · 2026
Strategies for the transition of learners with specific learning disabilities from remedial to mainstream schooling in South Africa.
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Selepe Siboniso J, Mosala Mohamed, Tshiloane Katlego, Sefotho Maximus M
Аннотация
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.
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.