Examining Teachers’ Responsibilities and Rights in Implementing Inclusive Education within the Legal Framework

This study examines the roles of teachers in implementing inclusive education within the South African legal framework. Teachers often struggle to understand and meet their legal obligations despite existing policies. The research explores how legal and policy documents influence teachers’ practices and their ability to support learners with disabilities. A qualitative research design was used within an interpretive framework to analyse key legal and policy documents, including the White Paper 6 on Inclusive Education. The analysis identified four main themes in inclusive education: the state’s legal commitment, teachers’ responsibilities for fostering inclusivity, the rights of learners with disabilities, and the professional and ethical standards that guide educators in this context. Legal documents underscore the state’s duty to provide equitable access to education and support mechanisms. The study identifies a gap between policy expectations and teachers’ practical realities, with many lacking clarity on their legal responsibilities. The implementation of inclusive education is hampered by insufficient training and support, despite a strong legal framework. Enhancing professional development and providing clearer guidelines are essential for better coordination between legal standards and classroom practices. This will help ensure equitable learning opportunities for all learners, especially those with disabilities.