Abstract
South Africa has adopted a policy on inclusive education through which White Paper 6 (2001) became the roadmap for implementation. One hundred and sixty-four (164) full-service schools were established to provide education to diverse learners. The extent to which these schools practise inclusion has not been well documented. This critical participatory action research (PAR) study was therefore aimed at exploring the development (if necessary) of an inclusion framework for full-service schools. PAR was adopted as a design through which 12 teachers and 15 learners at a full-service school in Johannesburg East District were engaged in action research over a 6-month period, entailing observations, interviewing and focus group meetings. The inductive content analysis of data has resulted in an inclusive teaching framework modelled on Booth and Ainscow’s Inclusive Education Index (2002 De Jager, T. (2013). Guidelines to assist the implementation of differentiated learning activities in South African secondary schools. International Journal of Inclusive Education, 17(1), 80–84. https://doi.org/10.1080/13603116.2011.580465[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]), to address the identified key pillars of inclusive teaching for diverse classes in a full-service school context.