The South African higher education landscape has undergone significant transformation in its pursuit of inclusive education, moving from a history of segregated provision toward a model that ostensibly prioritizes the needs of students with disabilities (SWDs) (Chiwandire & Vincent, 2019). Despite these legislative strides, the practical realization of accessibility remains complex, as historical infrastructure and educational planning have frequently favored non-disabled populations, leaving many students with visual, hearing, or physical impairments at a systemic disadvantage (Chiwandire & Vincent, 2019; Ndlovu, 2020).
While national policy frameworks aim to expand access and success for all, significant gaps persist in the implementation of these directives at the institutional level. Educators often operate under the assumption of a homogenous student body, failing to accommodate the diverse learning needs of those with special educational needs and disabilities (SEND) (Department of Higher Education, 2026). This disconnect between policy intent and classroom reality necessitates a rigorous analysis of current developments to identify the enablers and constraints that define the contemporary inclusive landscape in South Africa.
This study evaluates the current state of inclusive education through a thematic analysis of existing literature and policy documents. By synthesizing scholarly evidence on institutional support and systemic barriers, the research aims to provide a clearer understanding of how South African universities can better align their practices with the constitutional mandate for equitable education. The findings contribute to the ongoing scholarly discourse on creating truly inclusive learning environments for all students.