This chapter critically examines the state of inclusive education (IE) in South Africa, aiming to highlight deficiencies and combat exclusionary practices for learners with disabilities. Despite policy initiatives addressing imbalances, global exclusionary practices persist. Barriers in South Africa hinder the effective practice of IE, as the nation strives for a democratic, socially just, and Ubuntu-based IE system. While the current education system advocates for inclusivity, policy and practice are not aligned, resulting in most learners with disabilities confined to special schools, and being excluded from mainstream education. Aligning Ubuntu philosophy with IE can enhance social cohesion and unity among learners. The majority of South African school-going children are not enrolled, indicating systemic failures. This raises concerns about the future economic impact of an uneducated population with disabilities. Therefore, an evaluation of IE practices is essential to gauge progress in the country.
Top1. Introduction
Inclusive education was globally initiated in Spain in 1994 by the Salamanca statement and Framework for Action, (UNESCO 1994). Sustainable Development Goal number 4 of the United Nations (UN) aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030 (UN 2015). This goal comprises of targets that specify that education must be provided to all without discrimination (Target 4.1) and that specific attention and targeted strategies should reach the poor, ethnic minorities, indigenous people and persons with disabilities (Target 4.5.1). General Comment 4 of the UN Committee on the Rights of Persons with Disabilities (CRPD) affirms inclusive education as a fundamental human right of all learners (UN CRPD 2006, Section 10a). Despite these international commitments to inclusive education and its moral imperative, the educational exclusion is pervasive (UNESCO 2020).
This chapter aims at highlighting IE practices in South Africa with an aim of finding how best they propel learners with disabilities to be awarded an education that is free from stigma and exclusion whilst promoting equal opportunities and chances for all. The target audience includes educators, academics, curriculum advisors and developers, subject advisors and education evaluators.
In the international arena, the Incheon Declaration projected the execution of IE within the Education 2030 Framework for Action. This aimed to guarantee equitable, effective and quality learning outcomes for all as a fundamental fraction of the right to education (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2016). A progress report on the Sustainable Development Goal 4, conversely established that poor conditions of schools and the shortage of trained educators in many parts of the world are jeopardizing prospects for quality education for all. Sub-Saharan Africa has a low percentage of trained educators in pre-primary, primary and secondary education (44 per cent, 74 per cent and 55 per cent, respectively)” (United Nations, 2017:7).
Phasha (2016: 4) argues that inclusive education is the essence of Ubuntu – that we live in a delicate web of interconnectedness and interdependence with each other: ‘I am because we are’ (Phasha 2016:4). Inclusive pedagogy, like Ubuntu, has the potential to promote respect, cooperation and solidarity among learners and teachers. In this way, all learners feel a sense of belonging and acceptance. The Ubuntu philosophy has the potential of reconnecting students in the South African education system with their indigenous values, heritage and cultures and the capacity to promote co-existence, social cohesion and inclusivity among students from diverse ethnic and cultural backgrounds. Unfortunately, the Ubuntu philosophy is not incorporated in the education systems and curricula in many African countries, including South Africa (Maphalala 2017:10237).
The success of inclusive education is more theoretical than practical for most African states, even though changes were implemented in each country. A study conducted by Eunice, Nyaniga and Orodho (2015:40) revealed that Kenya has made efforts to promote inclusive education through the implementation of educational programmes which accommodate a wide diversity of learners with special educational needs.
Inclusive Education in South Africa is intertwined with erecting a democratic environment founded on social justice, specifically by eliminating exclusion in education. IE has its roots entrenched in the discourse on disability and the justification for including those with disabilities in mainstream education (Dreyer, 2017). The understanding of Inclusive Education (IE) in South Africa, however, led to a broader definition, one which includes not only those with disabilities, but also those excluded on the basis of race, language, or culture (Department of Education [DoE], 2001). This broad understanding of IE recognises that both extrinsic (systemic) and intrinsic barriers can lead to exclusion.
Top2. The Ideal Practice Of Inclusive Education
A comprehensive definition of IE is provided in General Comment 4 on the United Nations Convention on the Rights of Persons with Disabilities (CRPD) (United Nations, 2006). An inclusive education system is one that accommodates all learners whatever their abilities or requirements, and at all levels. This definition has been articulated and accepted globally but general confusion about the meaning of IE occur and are documented in Australia and elsewhere (Slee &; Tomlinson, 2018).