{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,25]],"date-time":"2026-09-25T23:48:44Z","timestamp":1790380124860,"version":"4.1.0"},"reference-count":44,"publisher":"AOSIS","issue":"0","license":[{"start":{"date-parts":[[2024,9,11]],"date-time":"2024-09-11T00:00:00Z","timestamp":1726012800000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"abstract":"<jats:p>Background:\u00a0Post-apartheid, the education system shifted its focus from a segregated education system to an inclusive education system, which resulted in greater consideration of the role and function of special needs schools. In 2014 the National Department of Basic Education developed and implemented an inclusive approach and policies to provide guidelines on the running of special needs schools (SNS). The study was conducted in six SNS in Ekurhuleni South District, South Africa.\n\nObjectives:\u00a0The study explored the experiences of teachers and healthcare workers when implementing policies in SNS in the study area.\n\nMethod:\u00a0This exploratory qualitative study used purposive sampling to select 13 teachers and healthcare workers for in-depth interviews. Collected data were analysed using inductive thematic analysis and ATLAS-ti version 23.\n\nResults:\u00a0Teachers and healthcare workers had different working experiences and understandings about inclusive education and policies, as well as their role in implementing these policies. Experienced challenges included lack of training, limited resources, lack of parental support, issues with differentiated curriculum, an unacceptable teaching environment; and poor referral systems. These challenges evoked strategies such as improvising, collaborating, and referring. Participants indicated that they required further training, resources, and support to successfully implement inclusive policies.\n\nConclusion:\u00a0Both teachers and healthcare workers agreed that resources were lacking at all SNS represented. Staff training was urgently needed as the current curricula at SNS were differentiated for learners with physical and intellectual disabilities.\n\nContribution:\u00a0Findings may inform policy implementation and change in SNS.<\/jats:p>","DOI":"10.4102\/ajod.v13i0.1358","type":"journal-article","created":{"date-parts":[[2024,8,10]],"date-time":"2024-08-10T07:36:50Z","timestamp":1723275410000},"update-policy":"https:\/\/doi.org\/10.4102\/crossmark-policy","source":"Crossref","is-referenced-by-count":13,"title":["Inclusive education and related policies in special needs schools in South Africa"],"prefix":"10.4102","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0009-0004-1253-5886","authenticated-orcid":false,"given":"Amukelani P.","family":"Mahlaule","sequence":"first","affiliation":[{"id":[{"id":"https:\/\/ror.org\/00g0p6g84","id-type":"ROR","asserted-by":"publisher"}],"name":"University of Pretoria"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4756-8969","authenticated-orcid":false,"given":"Cheryl M.E.","family":"McCrindle","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/00g0p6g84","id-type":"ROR","asserted-by":"publisher"}],"name":"University of Pretoria"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0652-9015","authenticated-orcid":false,"given":"Lizeka","family":"Napoles","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/00g0p6g84","id-type":"ROR","asserted-by":"publisher"}],"name":"University of Pretoria"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2580","published-online":{"date-parts":[[2024,9,11]]},"reference":[{"key":"ref0","doi-asserted-by":"crossref","unstructured":"Adewumi, T.M. & Mosito, C., 2019, \u2018Experiences of teachers in implementing inclusion of learners with special education needs in selected Fort Beaufort District primary schools, South Africa\u2019, Cogent Education 6, 1703446. https:\/\/doi.org\/10.1080\/2331186X.2019.1703446","DOI":"10.1080\/2331186X.2019.1703446"},{"key":"ref1","unstructured":"ATLAS.ti Scientific Software Development GmbH, 2023, ATLAS.ti (Version 23.2.1) [Computer program], viewed n.d., from https:\/\/atlasti.com."},{"key":"ref2","unstructured":"Berman, P., 1978, \u2018The study of macro and micro implementation\u2019, Public Policy 26(2), 157\u2013184."},{"key":"ref3","doi-asserted-by":"crossref","unstructured":"Braun, V. & Clarke, V., 2006, \u2018Using thematic analysis in psychology\u2019, Qualitative Research in Psychology 3(2), 77\u2013101. https:\/\/doi.org\/10.1191\/1478088706qp063oa","DOI":"10.1191\/1478088706qp063oa"},{"key":"ref4","unstructured":"Cooperative Governance and Traditional Affairs, 2020, Profile: City of Ekuhuleni, viewed 20 January 2024, from 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(DOH) & Department of Basic Education (DOBE), 2012, Integrated school health policy, Health basic education policy document. viewed 21 January 2024, from https:\/\/serve.mg.co.za\/content\/documents\/2017\/06\/14\/integratedschoolhealthpolicydbeanddoh.pdf."},{"key":"ref9","unstructured":"Directorate Inclusive Education, 2014, Guidelines to ensure quality education and support in special and special school support centre, to support inclusive education, viewed 20 January 2024, from https:\/\/www.education.gov.za\/Portals\/0\/Documents\/Policies\/Inclusive%20Education\/GUIDELINES%20FOR%20SPECIAL%20SCHOOLS%20REVISED%202014%20(1).pdf?ver=2014-05-12-053911-000."},{"key":"ref10","doi-asserted-by":"crossref","unstructured":"Donohue D. & Bornman J., 2014, \u2018The challenges of realising inclusive education in South Africa\u2019, South African Journal of Education 34, 806. 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