1 Mrt 2023

Inclusive Education
By Carla Feenstra
Building a bridge from our previous discussions
 Reference list
● Nel, N., Nel, M., & Hugo, A. (2016). Inclusive education: an introduction. In N. Nel, M. Nel, & A.
Hugo (Eds.), Learner support in a diverse classroom: A guide for Foundation, Intermediate and
Senior Phase teachers of language and mathematics (pp. 3-33). Pretoria: Van Schaik Publishers. NB
(pp. 3-20)
● Swart, E., & Pettipher, R. (2011). A framework for understanding inclusion. In E. Landsberg, D.
Kruger, & E. Swart (Eds.), Addressing barriers to learning: A South African perspective (2nd ed.) (pp.
3-26). Pretoria: Van Schaik Publishers.

3
4

Clearing a
path for
‘people
with
special
needs’
clears the
path for
everyone!
 What is IE?

● Access to ALL learners

● Human difference as ordinary, value diversity
● Quality education to learners to be able to
make good progress, thus accommodate
learners’ diverse learning needs
● Increasing participation
● Both a process and outcome
 Terminology
√ x
barriers to learning/ risk and special educational needs
protective factors
learning support remedial education
system changes and changes within the
individualised support for all individual

learner with impairments impaired/ disabled

(person first language)
 Paradigm shift

(Copied from Swart & Pettipher, 2011, p. 6)

● Also see Table 1.2 in Nel, Nel and Hugo (2016)
https://www.icafoodshelf.org/blog/2017/11/15/equity-vs-equality-vs-justice-how-are-they-different
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 The South African journey 1

1948-1993: Education under the apartheid regime

● Different departments divided on grounds of race & disability
● Good special education facilities for Whites, Coloureds &
Indians. Special schools for black Africans were under
resourced and underfunded
● Only 20% of learners (especially black) with disabilities were
accommodated
● Learners were not only discriminated against along racial lines,
but “normal” learners from learners identified as having
“special needs”, placing them in a “special school”
 SA journey 2

● No mention of inclusion in education before 1992, despite

slow & steady movement in developed countries
● NB documents in the period 1990-1994:

Ø 1990: Educational Renewal Strategy of 1990

Ø 1992: NEPI (National Education Policy Investigation)

Emphasised non-discrimination on grounds of race/ gender,
democratic education system & addressing inequalities
● 1994 widely viewed as watershed year in SA history.
Democracy happens, 1st democratic election
 SA journey 3

● 1995: Education White Paper on Education and Training, first steps to

develop a new system. Introduces the following initiatives:
Ø COLTS (Culture of Learning, Teaching and Services)- Respect for
diversity and a culture of learning & teaching
Ø NQF (National Qualifications Framework)- Acknowledgement of prior
learning, concept of life-long learning
Ø OBE (Outcomes-based Education)- Respond to diverse learning needs
Ø Language policy- 12 official languages (sign), support in education
emphasised
 SA journey 4

● 1996: Constitution of SA with the Bill of Rights- Strong social rights perspective. All children have
the right to education without discrimination on several grounds. Informs policy in all spheres of
life, and in education
● 1996: SA School’s Act (Act 84 of 1996)- Compulsory education between ages 7-15 or Gr. 9, which
ever comes first (including children with disabilities), schools not allowed to show away children on
a basis of discrimination, parents, as important partners in education & governing bodies
introduced to make this official
● 1997: NCSNET & NCESS Report- Very influential, also on an international level, construct the term
“barriers to learning and development” implicating both extrinsic and intrinsic barriers, strongly
promoted IE
● 2001: White Paper 6 Special Needs Education: Building an inclusive education and training
system- SA official answer (legal policy) to the international movement to inclusion in education
 Justifications for inclusive schools

● Human/Political reasons: Human right treaties

● Educational reasons: Mainstream schools have to develop ways of
teaching that respond to individual differences that will be to the benefit
of all learners. Children need to reach their full potential
● Social reasons: Inclusive schools are able to change attitudes towards
diversity & form the basis for a just and non-discriminating society.
Human variations and differences are a naturally occurring & valuable
part of society, it should be reflected in schools
● Economic reasons: It is less costly to establish and maintain schools that
educate all children together that set up a complex system of different
types of schools, for different groups of children
 Thank you

LECTURER:
Ms Carla Feenstra
cfeenstra@uwc.ac.za

CONSULTING HOURS and ROOM:

To be confirmed