This chapter explores the challenges hindering the realization of inclusive education (IE) for learners with barriers, particularly in South Africa. Factors like poverty, non-compliance with inclusive education policies, and unmet time frames contribute to this hindrance. Despite these challenges, IE holds significant potential for positive developments and benefits for learners, teachers, parents, and educational authorities. Learners from poor communities face barriers to accessing equal and quality education, highlighting the need for reform based on inclusive education principles. Attitudes and awareness also pose obstacles to inclusive education in some communities. The chapter aims to showcase how IE can empower learners with disabilities, fostering healthy relationships within schools. The study, conducted in the Umgungundlovu District using a qualitative approach, faced limitations due to COVID-19. The chapter recommends expediting IE implementation to enhance the teaching and learning experiences of learners with disabilities.
Top1. Introduction
This chapter aims to investigate factors that address how inclusive education can foster healthy relationships amongst learners, teachers, parents, educational authorities and the school setting. This is done to reinforce the implementation of Inclusive Education (IE) as a way of life in a growing national and international democratic conscience. Inclusive education in South Africa is considered as embracing independent principles of equal opportunities, human rights, acceptance and it also acknowledges diversity, Swart and Pettipher 2001 in (Engelbrecht, 2006:260). It is also embedded on the premise of removing or minimising all types of barriers that limits the functioning of people with disabilities and impairments, (Donohue and Bornman, 2014:5). This is also supported by the Constitution of the country.
Education in South Africa has always been dominated by unequal access to education which resulted in unequal opportunities at school and in the workplace. To date the situation is still more or less the same. According to (Mohamed, 2020:2) the South African education system still continues and is persistently subjected to stark inequalities and prolonged underperformance of learners that have deep roots in the legacy of apartheid and are still not addressed by the current government. In other words education is still not transformed even with the development of “equal education for all” policies.
People and children with barriers to learning are the most affected. Some have no access to education and the level of poverty affects them the most. There has been utmost mistreatment, neglect and lack of resources and facilities for Black learners especially those with special needs, (Muthukrishna and Schoeman, 2010:316). This is currently reflected in Give them as figures not images and bring the image near to where it is described. This is informed by the resistance of officials and teachers to implement change, (Snyder, 2017:2). This results in low success rate because teachers still use the same teaching methods for all learners despite learners having different educational needs. In addition many learners are still not identified and teachers are still not supported and trained. Learners are treated the same despite being different and their needs are different. Besides, classrooms are still overcrowded. In one school the author observed a class with 88 learners and when the teacher was interviewed, she expressed her inability to cope. As a result, she ends up not knowing individual learners needs and names till the end of the year. Other teachers expressed their concern about social issues and lack of parental involvement in school matters that affect the performance of learners in schools. Besides lack of support and non-involvement in decision making was echoed by all 21 teachers. This means that practically among other things teachers need to be supported, decrease class sizes, training, identification of learners, involvement of parents and address social issues that affect learners including addressing learning needs.
In this regard, this chapter is significant as it highlights how IE would benefit and foster healthy relationships to all stakeholders.
This was evident in gross inequalities in educational provision which was dominated by deep rooted racial attitudes and the institutionalisation of unfair discriminatory practices which led to extreme disparities in the delivery of education a reflection of the fragmentation and inequality that characterised society as a whole’ (Engelbrecht, 2006:254) between 1948 to 1994. To date education inequalities are still blatantly visible as learners are still exposed to poor educational infrastructure. This evident in Image 1 where learners from a lower Quintile are seen moving around with furniture instead of attending classes. The learners end up not being able to learn effectively because of the shortage of school resources. This is currently happening in schools which are Quintille one to three. At the beginning and end of the period some move around looking for either chairs or desks, books and poor infrastructure (Amnesty international, 2020:12).
Figure 1. Learners are seen moving with furniture to attend a lesson