Interrogating Systemic and Contextual Barriers to Support Provision in Schools: Implications for Inclusive Education Policy And Practice

Abstract

Inclusive education in South Africa is guided by the Screening, Identification, Assessment, and Support (SIAS) policy framework, which seeks to ensure equitable learner support across diverse schooling contexts. Yet, systemic and contextual barriers continue to undermine effective implementation. This study interrogates the constraints that impede support provision in schools, focusing on structural, resource, and contextual dynamics. Recent scholarship highlights persistent challenges in inclusive education policy delivery, including inadequate resourcing, limited teacher preparedness, and socio economic inequities (Donohue & Bornman, 2015; Engelbrecht & Savolainen, 2018; Walton, 2022). Using a qualitative case study design, data were collected from educators and support teams across KwaZulu Natal schools. Findings reveal that institutional capacity gaps, insufficient professional development, and contextual inequities significantly constrain learner support. The study concludes that addressing these barriers requires systemic reform, targeted capacity building, and stronger alignment between policy and practice. These insights contribute to ongoing debates on inclusive education implementation and provide implications for strengthening SIAS delivery in diverse schooling environments.