Disability Inclusion, Accessibility, Equity, and Equality: Levelling the Playing Field

Disability Inclusion, Accessibility, Equity, and Equality: Levelling the Playing Field

Marubini Christinah Sadiki
Copyright: © 2024 |Pages: 18
DOI: 10.4018/979-8-3693-1147-9.ch021
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Abstract

This chapter addresses the persistent challenges faced by persons with disabilities in South Africa despite protective legislation. Despite the constitutional promises of equity and equality during the country's democratic transition, reports indicate ongoing struggles for the freedom of movement for persons with disabilities. The emergence of education and human rights fields has led to the development of numerous policies and conventions to promote disability inclusion. However, the chapter highlights unintended negative consequences when policies are developed by decision-makers on behalf of individuals with disabilities, potentially marginalizing them. Equity in education is viewed as the means to achieve equality, aiming to provide optimal opportunities for persons with disabilities and address instances of disadvantage. The chapter emphasizes the need for collaboration among various stakeholders to create an inclusive society, challenging historical and social disadvantages that hinder equal access and benefits from inclusive education.
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1. Introduction

1.1 Challenges to Full Participation Despite International Legislation and Conventions

The promotion and protection of the human rights of persons with disabilities (PWDs) is a cornerstone of the United Nations Convention on the Rights of Person with Disabilities (CRPD) which takes lead to ensure the full and equal enjoyment of all human right by persons with disabilities. The United Nations Convention on the Rights of persons with disabilities (CRPD) recognises that comprehensive and integral international convention to promote and protect the rights and dignity of PWDs and: that PWDs should make a significant contribution to redressing the profound social disadvantage of PWDs and promote their participation in the civil, political, economic, social and cultural spheres with equal opportunities, in both developing and developed countries. (Preamble: y (CRPD), UN 2006). The United Nations CRPD situates the educational sector as a fundamental area to explore for the full participation of PWDs (CRPD 2006). The legislations create opportunity to level the playing fields to allow effective equal participation in social and academic life. Equity and quality can be attained if students with disabilities (SWD) are provided with opportunities to learn in a barrier free society. Advancement of SWD can happen if attitudinal, environmental, and social barriers to participation in higher learning education shift from exclusivity to inclusivity in education coupled with the existing of supportive policies and legislation.

The institutions of higher learning need to recognise the right of PWDs to education without prejudice and on the basis of equal participation with other students without disability. Disability inclusion remains a challenge in South African society (Amosun & Taukobong 2010; Amosun et al. 2005; Mayat & Amosun 2011). These challenges had a severely negative impact to quality inclusive education which play an active role in full effective participation and disability inclusion in society were detrimental to their quality of life (Maguvhe 2023; UN 2006).

The White Paper on the Rights of Persons with Disabilities WPRPD that was launched by the President of South Africa in 2016 described disability inclusion as follows (DSD 2016):

Inclusion is regarded as a universal human right and aims at embracing the diversity of all people irrespective of race, gender, disability or any other differences. It is about equal access and opportunities and eliminating discrimination and intolerance for all. It is about a sense of belonging: feeling respected, valued for who you are; feeling a level of supportive energy and commitment from others so that you can best fully participate in society with no restrictions or limitations. Inclusion implies a change from an ‘individual change model’ to a ‘system change model’ that emphasises that society has to change to accommodate diversity, i.e., to accommodate all people. This involves a paradigm shift away from the ‘specialness’ of people to the nature of society and its ability to respond to a wide range of individual differences and needs. Inclusion is the ultimate objective of mainstreaming. (p. 8).

Disability inclusion promotes the development of an inclusive society and afford dignity and equal access to opportunities for personal development to pave the way for persons with disabilities to experience full participation in education. Persons with disabilities is their human rights to be treated with dignity in society and making sure that have same opportunities to participate in every aspect of life to the best of their abilities and desires.

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