Exploring how school management teams interpret and implement inclusive education frameworks in resource-constrained settings

Abstract

South Africa’s inclusive education reforms, articulated through Education White Paper 6 and the SIAS Policy, aim to transform special schools into equitable learning environments. However, persistent gaps between policy ideals and school-level realities raise critical questions about implementation. This study explores how School Management Teams (SMTs) interpret and implement inclusive education frameworks in resource-constrained settings. A qualitative case study design within an interpretivist paradigm was adopted. Data were collected using semi-structured interviews. These were conducted with SMT members, an occupational therapist, and a district official in KwaZulu-Natal. Data analysis employed a thematic approach, guided by adaptive and distributed leadership theories. The findings revealed five key themes: limited knowledge of policy mandates, entrenched systemic barriers, adaptive leadership practices, insufficient professional development, and weak accountability mechanisms. Findings highlight the disjuncture between policy rhetoric and school realities, while also demonstrating SMTs’ resilience through collaborative problem-solving, resource reallocation, and context-specific innovations. This study contributes original insights by situating policy analysis within the contours of the lived experiences of SMTs, therapists, and district officials. It underscores the urgent need for systemic investment, differentiated funding, integrated professional development, and stronger accountability structures. By bridging global discourses and local realities, the study advances a context-sensitive understanding of inclusive education leadership in South African special schools, offering actionable implications for policy-makers, district officials, and school leaders.