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<p>The right to quality education is mandatory for all learners, despite their differences. Various legal frameworks guide countries on how to include learners with disabilities in mainstream classrooms to provide them with quality education. This study investigated the experiences of secondary school learners with learning disabilities when trying to access their right to quality education in a mainstream township school. Using a qualitative approach anchored in phenomenological research design and a constructivist paradigm, 16 secondary school learners (11 females and 5 males) were purposively sampled from a mainstream secondary school in Soweto, South Africa. Seven participants were sampled from grade 8, five from grade 9 and four from grade 10. Data was collected using semi-structured individual interviews and a focus group discussion and analysed using Giorgi’s (2012) phenomenology analysis technique. Data analysis identified three themes, namely, (a) learners’ understanding of their right to education, (b) learners’ positive experiences and (c) challenges experienced by learners and (d) systemic and institutional barriers. Findings indicated that participants understood what their right to education entailed. Their experiences were both positive and negative. Some participants indicated that they enjoyed support from their teachers and peers, while others were belittled by their teachers and peers. Some said they lacked attention from some teachers, and that timetables for assessment were issued late; thus, they fell behind with their assigned tasks. The results underscore a significant disconnect between policy and practice, indicating that while legal protections for learners with learning disabilities are in place, their application in mainstream educational settings is inadequate. This necessitates actionable measures, including timely provision of assessment schedules, increased teacher training focused on inclusive teaching methods and awareness campaigns within schools to mitigate stigma around learners with learning disabilities.</p>

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Learners with learning disabilities’ experiences of access to quality education in a South African township secondary school

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  • 出版模式：

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  • 发表日期：

    2026年2月4日

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  • Kelvin Chidi Ujeh,
  • Lucia Munongi

摘要

The right to quality education is mandatory for all learners, despite their differences. Various legal frameworks guide countries on how to include learners with disabilities in mainstream classrooms to provide them with quality education. This study investigated the experiences of secondary school learners with learning disabilities when trying to access their right to quality education in a mainstream township school. Using a qualitative approach anchored in phenomenological research design and a constructivist paradigm, 16 secondary school learners (11 females and 5 males) were purposively sampled from a mainstream secondary school in Soweto, South Africa. Seven participants were sampled from grade 8, five from grade 9 and four from grade 10. Data was collected using semi-structured individual interviews and a focus group discussion and analysed using Giorgi’s (2012) phenomenology analysis technique. Data analysis identified three themes, namely, (a) learners’ understanding of their right to education, (b) learners’ positive experiences and (c) challenges experienced by learners and (d) systemic and institutional barriers. Findings indicated that participants understood what their right to education entailed. Their experiences were both positive and negative. Some participants indicated that they enjoyed support from their teachers and peers, while others were belittled by their teachers and peers. Some said they lacked attention from some teachers, and that timetables for assessment were issued late; thus, they fell behind with their assigned tasks. The results underscore a significant disconnect between policy and practice, indicating that while legal protections for learners with learning disabilities are in place, their application in mainstream educational settings is inadequate. This necessitates actionable measures, including timely provision of assessment schedules, increased teacher training focused on inclusive teaching methods and awareness campaigns within schools to mitigate stigma around learners with learning disabilities.