摘要：The present exploratory study examined the perspectives of primary school principals on theirunderstanding of South Africa’s inclusive education policy that was introduced in 2001, herein refer red to asEducation White Paper 6 [EWP6]. The research was conducted in disadvantaged rural primary schools in theEastern Cape, a province in South Africa. A total of 80 principals (53 males and 27 females) participated for datacollection purposes through questionnaires. The SPSS was mainly used in the analysis of data. Findings indicatedthat learners who were psychologically in need of support (LePINS) received minimal socio-psychological support(SPS), experienced exclusion, stigmatization, marginalization and discrimination in the school education systemeven after 14 years of the adoption of the EWP6 policy document of 2001. Principals were found to be unfamiliarwith the basics of the policy, and related documents. Besides, there was little effort exerted by the district-basedsupport teams (DBSTs) in respect of implementation of inclusive education in their respective districts.
关键词：Barriers. Inclusion. Marginalisation. Exclusion. Learning Support
