Teacher-Carers’ Preparedness for Inclusive Education: Exploring Knowledge, Practices, and Support Needs for Students with Developmental Coordination Disorder (Dyspraxia)

Abstract

Inclusive education is a cornerstone of the South African educational policy; however, effectively supporting learners with specific learning disorders remains a significant challenge, particularly within specialized school settings. This study explored the strategies and experiences of teacher-carers in promoting social support for learners with Developmental Coordination Disorder (DCD/Dyspraxia) in Johannesburg. Guided by an interpretivist paradigm, the researcher employed a qualitative study design, conducting semi-structured interviews with twelve teachers. Thematic analysis revealed that educators fostered inclusivity and social competence through individualized, learner-centred approaches, peer-mediated activities, and the creation of structured social learning opportunities. However, the findings also identified significant barriers, including a profound lack of teacher knowledge about Dyspraxia, insufficient training, and an absence of systemic support and awareness campaigns. These issues often led to misdiagnosis, feelings of teacher inadequacy, and ad hoc support strategies. The findings highlight that adequate support for learners with Dyspraxia depends not only on individual teacher dedication but also on structured professional development and institutional backing. The study recommends implementing continuous teacher training, adapting the curriculum, and launching nationwide awareness initiatives to better equip educators and foster inclusive learning environments. This study offers context-specific insights that can inform inclusive education practices in similar resource-constrained environments.