Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / This study focuses on alternative strategies to improve the performance of learners with special needs at Khulunolwazi Primary School, Mpumalanga. In South Africa, learners with learning barriers are taught in mainstream schools together with learners who do not have learning barriers. Some mainstream schools are full/service schools. Full-service schools are expected to accommodate learners with learning barriers in their mainstream classrooms. However, the majority of teachers experience challenges on how to address the learning needs of learners with learning barriers. This is coupled with a lack of resources and inflexible curricula for learners with learning barriers. The research was conducted by interviewing sampled participants teaching learners with learning barriers in the Senior Phase. Data was collected from those participants and through analysis of documents such as results and Support Needs and Assessment (SNA) 1 and 2 from the School-Based Support Team file. The research findings were that teachers lack sufficient training and continued support to identify and address challenges or learning barriers, especially to learners with learning barriers in the Senior Phase. Furthermore, the research revealed that there was minimal support from support structures like DoE, parents and other stakeholders in education. Recommendations for future research were discussed in support of learners with learning barriers in the mainstream setting