The Salamanca Statement (UNESCO, 1994) called upon all governments to implement inclusive education, ensuring that all learners with barriers to learning are included in the educational system. South Africa as a cosignatory to this global call responded with the implementation of the South African Education White Paper 6 (Department of Education, 2001) where the principles and foundations towards inclusive education were stipulated. It was expected of teachers to be able to accommodate learners with barriers to learning in their classrooms (Dednam, 2009, p. 371), although Ntombela and Green (2013, p. 2) state that teachers are not equipped to work with learners with specific disabilities. Learners present with various barriers to learning and these barriers pose problems and challenges in the classroom. One of these problems in the classroom is learners presenting with Auditory Processing Disorder. This qualitative study employed phenomenology as the research design. Through the use of memory work, drawings and focus group discussions as data production tools, the five Foundation Phase teachers’ experiences regarding learners presenting with Auditory Processing Disorder in the inclusive classroom, were explored. Bronfenbrenner’s ecological model was used to make meaning of the findings of the study. The findings of the study indicate that teachers are torn between the expectations of global and national policies regarding inclusive education and the management and support of learners presenting with Auditory Processing Disorder in their classrooms. Various challenges and problems arise with the inclusion of learners presenting with Auditory Processing Disorder in the classroom. The findings of the study were used to formulate guidelines to support Foundation Phase teachers working with learners presenting with auditory processing problems as well as policy suggestions for the Department of Basic Education. The Department of Basic Education should revise the implementation of CAPS to include the necessary adaptations for learners presenting with Auditory Processing Disorder; and also provide teacher assistants in Foundation Phase classrooms to enable the full inclusion of all learners.

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