Abstract
Little is known about the perceptions of teachers towards inclusive education in South Africa. The main objective of this study was to explore teachers’ perceptions of inclusive education in the Johannesburg East District, Gauteng Province. Face to face individual interviews. This study was carried out in South Africa, whereby 15 teachers were interviewed individually. hThis study used a phenomenology design underpinned within interpretive paradigm to get insight on the benefits and challenges teachers encounter regarding the implementation of inclusive education. The data was inductively analysed using the thematic analytic methods that search for themes. The study use convenient and purposive sampling as initial plan to select the teachers that a researcher can easily access. This study revealed that teachers had different perceptions of the implementation of inclusive education.
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