1. Naicker (2018:4) "The underlying principle of inclusive education is to examine what barriers exist in the system that prevents learners from learning and address those barriers in planning rather than psychologizing failure"

2. Bornman (2021:6): "The focus of inclusion therefore should no longer be on the 'specialness' of the children and/or the education that they need, but rather on increasing participation by the removal of barriers ... in order for them to reach their full potential."

1. Bornman (2021:6-8) - The majority of training approaches used to implement inclusion in the classsroom are knowledge and training approaches (focus is often on how teachers should improve their skills and knowledge about inclusion and apply them in the classroom), the collaborative team approach (Creating teams consisting of parents, teachers and possinly therapists and pscyhologists - in a developing country such as SA, this can be unrealistic). and the narrative approach (telling stories that inspire actions and raise questions - helping learners make sense of their work and lives)

3. Newton (2014:145): "Inclusive education refers to the practice of including another group of students in regular classrooms: students with physical, developmental, or social-emotional disabilities, and those with chronic health problems"

2. Newton (2014:143): Teachers in inclusive classrooms play a major part through their attitudes - crucial for inclusive practices. furthermore.

Incusive education is crucial within the school environment as it ensures that all learners are provided with equal learning opportunities therefore, inclusive education plays a key role in addressing diverse learning needs.

3. Kern (2022:471): "In South Africa, inclusion in education as developed wihin the broader political, social, and culutral landscape. As a result, inclusion is alligned wih the Constitutio and is aimed at advancing human rights and freedoms, equality, and dignity."

4. Kern (2022:471): "With regards to the school environment, inclusion refers to the education of all children, including those with disabilities, in mainstream classrooms with their peers."

5. Danniels and Pyle (2022:1170): "Inclusion in education has been conceptualized not only as a civil rights issue, but as an important step toward improved learning outcomes and acceptance of individual differences."

4. Danniels and Pyle (2022:1170): "Since the 1970's, there have been significant legislative shifts in Canada and internationally towards placing children with dissabilities in mainstream educational classroooms."

1.This reviews aims to discuss the perceptions and experiences of inclusive education in schools by:

Firstly by discussing what are considered the main barriers to learning in the classroom, leading to the need for inclusivity.

1. Newton (2014:145) - study was based upon Vygotsky's Social Constructivists theory, which is supportive of the implementation of more Inclusive Education classroom practices. - used to examine the teachers attitudes on inclusion

2. Danniels and Pyle (2022:1171) uses a qualitative approach to examine three kindergarten teachers and their approaches toward fostering inclusion in a play-based learning framework.

Newton (2014) did research based on the topic of teachers attitudes towards inclusion in the classroom and Danniels and Pyle (2022) examine the teachers approaches.

• Newton (2014) references various studies indicating that while teacher generally have positive attitudes towards the principle of inclusion, they do not fully accept total inclusion. highlights that there is support for the concept but show some reluctance to practical application. He also states that the attitudes are significantly influenced by student-related variables such as the nature and severity of disabilities. Teachers with direct experience in integrating students with disabilities tend to have more positive attitudes compared to those without experience

• Danniels and Pyle focus more on practical classroom strategies within a kindergarten group which provides insight into how inclusion is actively fostered by teachers in play settings and emphasises the value of experienced teachers' knowledge and strategies

Secondly the review will examine the challenges faced by teachers' when implementing inclusive education in the classroom.

Followed by a discussion of teachers' perceptions and experiences based on the topic of inclusive education

The review will then discuss areas of controversy that can be found across the various studies and research conducted.

Lastly the gaps found within the literature reviewed will be identified and discussed

There are many factors that support the various learning processes of children with disabilities; there are often significant barriers but it must be noted that these barriers can be overcome and it is not the end of the world (Bornman, 2021:33)

1. Bornman (2021:33) identifies two categories of barriers, namely Environmental barriers [imposed by society or the enviornment - known as opportunity barriers and cannot be eliminated by just support.]
   Personal (instrinsic) barriers [directly relate to the individual and their personal support systems - known as access barriers, refer to limitations of the child and supp system

1. Bornman (2021:33-35)

• Policy barriers
• Practice barriers
• Attitudinal barriers
• Knowledge and skill barriers
• Physical barriers
• Personal barriers
  

Defining what constitutes a barrier to learning is essential, as these barriers are pivotal in understanding the obstacles that learners encounter in inlcusive educational settings.

3. Kern, (2022:469)
   

• Poverty
• Abuse
• language
• disabiliity

(Kern, 2022:472)To reduce barriers to learning, the manner in which barriers prevent children from accessing, participating in, and succeeding in education needs to be identified. - Barriers are ttherefore understood as possibly emerging from within the individual in the form of disabilities; however, barriers are also understood to emerge from within the education system, as well as socioeconomic factors and life experiences.

1. While Bornman defines barriers to learning as encompassing policy, practice, attitudinal, knowledge and skill - related obstacles (2021:33-35), Kern adopts a more tangible perspective, focusinbg on physical and personal challenges including poverty, abuse, language and disability (2022:469) - These perspectives illustrate the multifaceted nature of barriers to learning, highlighting that both systemic issues and the immediate, practical challenges affect th learners' ability to thrive in the classroom without adequate support

1. Naicker (2018:29) "Large numbers of poor children are placed within the category of special education without a thorough examination of the barriers to learning such as the curriculum which is innaccessible to many of these children as a result of poverty

1. Newton and Johnson (2014:153):

• teachers feel a lack of support (administrative and governmental) - causing negative outlooks on the concept.
• Lack of adequate special education staffing to assist other teachers.
• Negative teacher attitudes "I do not have a degree in special education or i dont want to teach special needs."

Newton and Johnson(2014:153) - Found that some teacher feel that learners with barriers or special learners need to be taught in a special education class as their needs will not be met otherwise, they should be removed from the classroom.

2. Newton and Johnson (2014:154) - class sizes in primary schools are too overcrowded for inclusive education to be effective. special needs not receiving the attention they require.

• 80% of teachers believe that inclusive education would be promoted more positively if class sizes were reduced.

3. Newton and Johnson (2014:154) also mention infrastructure. Children are not considered included if they canno access classrooms and other school facilities. - classrooms are too small and not wheelchair accessible. - no ramps and two levels of stairs

Newton and Johnson (2014:152) conducted a study amonst male and female teachers and found that teacher training, resources, support, infrastructure and unclear understandings of inclusion are the main factors that influence teachers' perceptions of inclusion.

4. Kern (2022:480): Managers and teachers are unable to support the learning needs of all children due to a lack of knowledge, commonly held steretypes and cultural beliefs among others. Inclusion is difficult to attain without considering te culutral-historical contexts and lived realities of the community.

Danniels and Pyle (2022:1169) also explain the effect that a lack of resources has on inclusive educational teaching

Finding ways to implement inclsuivity in the classroom can be a difficult take to do as teachers are faced with many challenges:

Although Bornman (2021:6) explains the need for various skills and the implementation of various approaches that teachers can use to help address inclusion, there is a lack of considering the perceptions of teachers when implementing various approaches and strategies. Newton and Johnson highlight a critical problem with the perceptions on some teachers, explaining that (Some teachers feel that learners with barriers - Previous research)
This is critical because if teachers do not have positive outlooks on the possibility of advancing inclusivity in the classroom, the approaches and strategies that can be used can become stagnant?

Danniels and Pyle (2022:1169) explain that teachers often find that they feel unsure on how to implement inclusive teacher guided play and also feel that they have a lack of resources and training which fuurther aligns with Newton and Johnsons (2014:149) study which found that primary school teachers primarily had negative perceptions towards the aspect of inclusive education, they state that only 10% of the teachers within their study were in full support of the idea.

These findings give rise to the importance of identifying the challenges faced by teachers as well as their overall attitudes towards inclusivity, these perceotions are not easily overcome, it is important that teachers are given the necesssary teacher training and assistance they require in order to create more positive outlooks.

While studies conducted focused on the main barriers to learning as well as the challenges that arise whem implementing inclusive education, there is very little information provided by the authors explaining the cultural and regional differences having an effect on the level of inclusivity experienced in the classroom. South Africa has diverse cultures and this is wouuld impac the outcomes of students in the classrooms, thus, emphasising the need for teachers to implement and portray positive outlooks on the concept of inclusivity.

Although Newton and Johnsoon conducted extensive research on the perceptions of teachers with regards to inclusive education, there were a limited amount of data that was collected due to there only being an availabilioty of 10 participants for their study. (2014:155). These studies should be conducted with a larger participant percentage in order to improve its validity. Furthermore, the authors focused more onthe challenges and barriers that are prevalent when implementing inclusivity in the classroom, however, there was little information provided on how the teachers should aim to increase the level of inclusion in their classroom. This topic was discussed by Bornman (2021:63), it explained that teachers should aim to create a warm classroom environement as well as encvourage participate and establish mutual respect between the learners and teacher, however it is recommended that this is researched more as it can help teachers' implement inclusivity more easily as they would be less overwhelmed by the concept.