Future Teachers Develop Real-World Understanding of Inclusive Education

Second year IIE Bachelor of Education in Foundation Phase Teaching and IIE Bachelor of Education in Intermediate Phase Teaching students at Emeris Durban North gained practical insight into inclusive education during a recent talk by Tammy Jordaan Senior Occupational Therapist from Khanyisa Developmental Centre. She highlighted the challenges teachers face in supporting children with special needs in mainstream classrooms.

Khanyisa is a non-profit organisation that specialises in integrated education and therapy for children with special needs.

The talk formed part of the Faculty of Education’s ongoing effort to bridge theory with real-world classroom practice.

“While our lecturers specialise in special needs education and guide our students through key theoretical frameworks, we recognise the immense value of exposing our students to additional expert voices from the field,” said Lerecia Kymdell (Education Lecturer at Emeris Durban North).

Kymdell explained that the interaction was designed for the second year students who are still developing their understanding of inclusive education.

“At this stage, students benefit from guided exposure to real-world classroom contexts, as they may not yet fully know what to look for or what questions to ask. Tammy’s practical insights helped them make sense of theoretical concepts within authentic teaching and learning environments,” Kymdell added.

To unpack the meaning of inclusion, Jordaan encouraged students to reflect on what inclusion looked and felt like.

“A great example is when South Africa won the 2023 Rugby World Cup. It brought everyone together, regardless of race, gender or status. There was a real sense of belonging and acceptance,” she said.

“Inclusion isn’t just about inviting a child into the classroom. It’s about equal participation, having a voice, meaningful engagement and receiving the right support. It’s not about giving everyone the same thing but giving each learner what they need to succeed. Everyone is different and everyone learns differently”.

While South Africa’s Education White Paper 6, which promotes the inclusion of learners with diverse needs in mainstream schools, sets a strong policy foundation, Jordaan noted that implementation in classrooms can be challenging, particularly where resources and support are limited.

She also highlighted that many teachers develop the skills to support children with special needs through hands on experience.

Kymdell said policies such as the Education White Paper 6 placed an important responsibility on all teachers to accommodate diverse learning needs, even in mainstream classrooms.

“For prospective teachers, this means entering the profession with the expectation that they will teach learners with a wide range of abilities and barriers to learning. It will require them to be adaptable, reflective and collaborative and to work closely with support systems such as School-Based Support Teams,” she said.

Jordaan’s message to the students was clear: inclusive education is not just about policy, but about creating a sense of belonging and opportunity for every learner.

Students who attended the session said it gave them a new perspective on the realities of inclusive education, particularly as they prepare to begin their Teaching Experience in the coming weeks.

“One thing that stood out for me is that many schools don’t fully accommodate learners with special needs. It made me realise how important it is for teachers to create a more inclusive environment,” said Skye Bengtson (second year IIE Bachelor of Education in Foundation Phase Teaching).

Diya Sukhnanan (second year IIE Bachelor of Education in Foundation Phase Teaching) said: “The reality is that you’re going to have children with different needs in your classroom, and you must adapt. You can’t just leave them behind, but you must learn how to support them”.