Mainstream Educators' Perspectives on the Implementation of Inclusive Education Policy in Primary Schools in the Harry Gwala District

Abstract Inclusive education rests on the expectation that ordinary schools will respond to learner diversity through appropriate teaching, assessment and support. In South Africa, however, the existence of an established policy framework has not ensured consistent implementation, particularly in rural and under-resourced schools. This qualitative case study examined mainstream educators’ perspectives on the implementation of inclusive education policy in three quintile 1 and 2 primary schools in the Harry Gwala District. Six educators participated in semi-structured interviews, and the available policy and school documents were examined. Data were analysed using hybrid thematic analysis, combining inductive coding with deductive attention to the Process-Person-Context-Time framework. Three related themes were identified: gaps in professional development and practical preparedness; limited translation of policy into procedures and documentation; and inadequate institutional, specialist and material support. The findings show that educators’ commitment and informal responses to learner diversity were constrained by weaknesses in the wider system of implementation. The study concludes that strengthening inclusive education in comparable rural settings requires sustained professional learning, functional support structures, accessible procedural guidance and resources aligned with school conditions.