ABSTRACT
The South African Department of Education has adopted an inclusive education policy in an attempt to mitigate barriers to learning in its education system. However, successful implementation of this policy is compromised by, among other reasons, the insufficient teacher skills and knowledge in differentiating the curriculum to facilitate a wide range of barriers to learning including sensory, physical, intellectual, and communication challenges. These diverse challenges place teachers in a dilemma as they may not be able to effectively cater for the needs of the learners, thereby hindering learners in reaching their full educational potential. This chapter deliberates on challenges to inclusive education within the South African context for learners with communication disorders; with the authors putting forward a proposal for the use of telepractice as a tool to support teachers in facilitating teaching and learning for learners with communication disorders in this context.
