Inclusive education (IE) advocates for full inclusion of learners with disabilities (LWD) into mainstream schools, and it emphasises the right of all learners to access equitable quality education within the same learning environment. In South Africa, the 2001 Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System (EWP6) reiterates the need for a transformation of the education system to accommodate all learners. However, despite this policy, learners with physical disabilities (LWPD) in schools in Limpopo Province of South Africa often face significant challenges in mainstream school settings, highlighting a persistent research gap between policy intentions and practical realities. This study aimed to investigate strategies that could be adopted to address the hinderances to the implementation of inclusive education of learners with physical disabilities (LWPD) in one selected private mainstream school in Vhembe district, Limpopo, South Africa. A qualitative methodology within the interpretivist paradigm was employed, utilising a single-case study design. Purposive sampling was used to select six teacher participants from various grades and subject disciplines. Data was collected through semi-structured interviews and analysed thematically. Some of the strategies that could be adopted include provision of physical resources, teacher training on IE, teachers’ exposure to IE policies and educating able-bodied learners about the disabilities to raise awareness. The study recommends that the Department of Education (DoE) should offer in-service training for teachers and improve this school infrastructure.

Keywords: Addressing, Hinderances, Implementation, Inclusive Education, Learners, Physical Disabilities, Private, Mainstream School, South Africa.