This study presents the findings of the impact of special educational programs on learners with learning barriers both in a LSEN secondary school in Springs and a mainstream secondary school in Kwa-Thema, Gauteng, South Africa. The research aimed to understand how targeted interventions, such as differentiated instruction and assistive technology, enhance learner engagement and academic achievement within inclusive classrooms. A qualitative phenomenological approach was employed, involving focus group interviews with five English Language Grade 10 educators from each institution. The study delved into the implementation of special education programs in South Africa, considering international and local perspectives on inclusive education. The importance of teacher training and supportive learning environments, including peer collaboration, was highlighted. Findings suggest that well-integrated special education interventions can significantly improve the learning experiences of learners with linguistic and cognitive barriers. Furthermore, the findings emphasize the importance of teacher training, supportive learning environments, and the integration of special education practices into English language instruction. The study concludes with recommendations for policy-level improvements, effective implementation strategies, and professional development programs to empower teachers in inclusive classrooms. By addressing the specific needs of diverse learners, these recommendations aim to enhance the quality of education and foster a more inclusive learning environment for all.

Keywords: Special education programs, inclusive education, mainstream secondary schools, differentiated instruction, barriers to learning.