Practitioners/Teachers 

In chapter one, the problem question which this study wishes to address, namely whether teachers can deal with the demands made by teaching in an inclusive classroom setting, is highlighted. Chapter two highlights important aspects regarding inclusive education. The nature of an inclusive classroom, the difficulties teachers can experience when teaching in such a setting, and ways to support teachers teaching in inclusive classroom settings, were explored. In chapter three, the empirical research design used in the study is discussed. By means of a qualitative study in the form of focus group interviews, the perceptions of teachers regarding teaching in inclusive classroom settings were explored. The data analysis in chapter four provides the evidence of the difficulties that teachers experience when dealing with teaching in inclusive classroom settings. Among others, some of these difficulties are: illiteracy, dealing with too many slow learners in a class who require time and individual attention, a variety of learning barriers, a lack of parental involvement, a lack of appropriate resources to accommodate learners with special learning needs and a lack of knowledge and skills among teachers to identify learners with special needs and to provide appropriate support to these learners. Chapter five concludes the study with recommendations on how to support teachers who experience difficulties when teaching in inclusive classrooms.