{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,30]],"date-time":"2026-07-30T09:16:59Z","timestamp":1785403019293,"version":"3.56.0"},"reference-count":49,"publisher":"AOSIS","license":[{"start":{"date-parts":[[2026,6,9]],"date-time":"2026-06-09T00:00:00Z","timestamp":1780963200000},"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:\u00a0Education involves recognising the dignity and learning potential of every learner. This study examines the ethical and practical meaning of\u00a0transitioning\u00a0learners with specific learning disabilities (SLD) from remedial to mainstream schooling within South Africa\u2019s inclusive education policy framework.\nObjectives:\u00a0This study explores philosophical and practical strategies that support effective transitioning of learners with SLD into mainstream schools.\nMethod:\u00a0A 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\u2019s analytic spiral.\nResults:\u00a0The 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.\nConclusion:\u00a0The 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\u2019s dignity and belonging.\nContribution:\u00a0The study contributes by bridging philosophical ideals with practical strategies, offering a framework for inclusive and humane educational practice.<\/jats:p>","DOI":"10.4102\/ajod.v15i0.1900","type":"journal-article","created":{"date-parts":[[2026,6,8]],"date-time":"2026-06-08T08:40:44Z","timestamp":1780908044000},"update-policy":"https:\/\/doi.org\/10.4102\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Strategies for the transition of learners with specific learning disabilities from remedial to mainstream schooling in South Africa"],"prefix":"10.4102","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0387-2464","authenticated-orcid":false,"given":"Siboniso J.","family":"Selepe","sequence":"first","affiliation":[{"id":[{"id":"https:\/\/ror.org\/04z6c2n17","id-type":"ROR","asserted-by":"publisher"}],"name":"University of Johannesburg"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0005-9001-723X","authenticated-orcid":false,"given":"Mohammed","family":"Mosala","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/04z6c2n17","id-type":"ROR","asserted-by":"publisher"}],"name":"University of Johannesburg"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0002-1871-2842","authenticated-orcid":false,"given":"Katlego","family":"Tshiloane","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/04z6c2n17","id-type":"ROR","asserted-by":"publisher"}],"name":"University of Johannesburg"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0704-1983","authenticated-orcid":false,"given":"Maximus M.","family":"Sefotho","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/04z6c2n17","id-type":"ROR","asserted-by":"publisher"}],"name":"University of Johannesburg"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2580","published-online":{"date-parts":[[2026,6,9]]},"reference":[{"key":"ref0","doi-asserted-by":"crossref","unstructured":"Aall, P. & Crocker, C.A., 2019, \u2018Building resilience and social cohesion in conflict\u2019, Global Policy 10(S2), 68\u201375. https:\/\/doi.org\/10.1111\/1758-5899.12681","DOI":"10.1111\/1758-5899.12681"},{"key":"ref1","doi-asserted-by":"crossref","unstructured":"Al-Azawei, A., Serenelli, F. & Lundqvist, K., 2016, \u2018Universal design for learning (UDL): A content analysis of peer reviewed journals from 2012 to 2015\u2019, Journal of the Scholarship of Teaching and Learning 16(3), 39\u201356. https:\/\/doi.org\/10.14434\/JOSOTL.V16I3.19295","DOI":"10.14434\/josotl.v16i3.19295"},{"key":"ref2","doi-asserted-by":"crossref","unstructured":"Aristotle, 1999, Nicomachean ethics, transl. 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