Inclusive Education: All Things Considered

Abstract

This chapter reflects on the inclusiveness of South African schools' inclusive education practices. Emphasizing the need for greater access for all learners, it acknowledges historical exclusion based on physical, intellectual, cultural, and linguistic differences. In the context of South Africa's apartheid history, the mere inclusion of learners with disabilities in mainstream schools is considered a breakthrough. Inclusive education signifies a shift towards inclusive teaching, demanding a revised mindset to accommodate diverse learners. The chapter urges stakeholders, including the Department of Education, academics, researchers, people with disabilities, and parents, to reflect on and improve inclusive education practices. Drawing from literature, it explores the alignment between policy expectations and the actual implementation of inclusive education in schools, posing questions about its true inclusiveness and highlighting key principles.