Employing inclusive teaching strategies in rural mainstream primary schools: A single case study of the Sekhukhune South District
DOI:
https://doi.org/10.38140/ijss-2026.vol6.1.07Keywords:
Differentiated instruction, inclusive education, inclusive teaching strategies, rural schools, learner diversity, teacher experiencesAbstract
Despite worldwide policy commitments, the implementation of inclusive education continues to pose challenges in many developing countries, particularly in rural schools, where structural, systemic, and contextual obstacles are prevalent. This paper investigates how teachers utilise inclusive teaching strategies in selected primary schools within the Sekhukhune South District of Limpopo, South Africa. The study is underpinned by Tomlinson’s Differentiated Instruction Theory. An interpretivist paradigm and qualitative research approach were employed to acquire an in-depth understanding of the teachers' experiences and the realities of their classrooms. A single case study research design was utilised, involving eight purposively selected teachers from four primary schools across two circuits. Data were generated through lesson observations, semi-structured interviews, and focus group discussions, and were analysed using thematic analysis. The findings reveal that primary school teachers employ a variety of inclusive teaching strategies, including differentiated instruction, cooperative learning and peer support, multimodal and contextualised teaching, as well as parental involvement. Nevertheless, teachers also encounter structural and systemic challenges, such as overcrowded classrooms, inadequate teaching and learning resources, and curriculum rigidity. The study is limited to the experiences of eight teachers from four rural mainstream primary schools in the Sekhukhune South District; thus, the findings are context-specific and not statistically generalisable. Recommendations include providing inclusive teachers with school-based coaching on Differentiated Instruction, establishing and strengthening Professional Learning Communities (PLCs), offering regular classroom-based mentoring, modelling inclusive teaching lessons, supporting School-Based Support Teams (SBSTs) in addressing learner challenges, and providing ongoing feedback to teachers.
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Copyright (c) 2026 Manchini Ishmael Tlaka, Safura Meeran, Margaret Malewaneng Maja
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