INCLUSIVE

 EDUCATION      

Introduction  to  Inclusive  Education  –  Class  notes  

This  module  looks  at  inclusive  education  within  a  South  African  context.  Students  are  expected  to  
engage  with  the  material  on  their  own,  outside  of  class,  to  develop  an  understanding  and  form  
opinions  about  implementing  an  inclusive  approach  in  South  African  schools.  

What  is  inclusive  education?  

Inclusive  education  is  an  approach  to  education  which  seeks  to  accommodate  the  diverse  learning  
needs  of  all  learners.  

Consider  the  image  below.  In  a  non-­‐inclusive  system  (left),  learners  enter  the  school  and  must  adapt  
to  the  system.  Learners  who  do  not  perform  well  enough,  must  change  their  behaviour  to  meet  the  
school’s  expectations  of  them.  For  example,  by  getting  a  maths  tutor  and  paying  for  extra  lessons.  
 
In  an  inclusive  system  (right),  the  school  works  toward  meeting  the  needs  of  the  learners.  The  school  
will  accept  learners  irrespective  of  their  gender,  nationality,  race,  age,  language,  religion,  
socioeconomic  background,  cultural  origin,  level  of  education  and  disability.  The  school  will  provide  
access  to  services  to  meet  all  learner  needs.  

 
 

Brief  history  of  inclusive  education  

Stems  from  human  rights  movement  in  the  1970’s,  based  on  principles  of:  

• Human  rights  (rights  belonging  to  every  person)  

• Equal  opportunities  (right  to  be  treated  without  discrimination)  
• Social  justice  (fair  distribution  of  wealth,  opportunities  and  privileges)  

The  global  perspective  on  schools  and  society  

• Schools  don’t  function  in  isolation  (isolation  means  alone,  separated)  

• Schools  reflect  economic,  political  and  social  developments  
• Teachers  serve  community  by  reflecting  social  values  

Barriers  to  learning  

Anything  that  makes  it  difficult  for  a  learner  to  learn,  is  a  barrier  to  learning.  Some  examples  include  
lack  of  transport,  poor  accessibility  of  school  building,  unsuitable  curriculum,  poorly  trained  
teachers,  unmotivated  learners  and  a  school  that  doesn’t  reflect  community  values.  

 
INCLUSIVE  EDUCATION      

Paradigms  

A  paradigm  is  a  set  of  beliefs  and  assumptions  about  how  the  world  works.  

It  is  the  way  we  view,  interpret  and  understand  the  world  around  us,  also  known  as  a  world  view.  

The  following  terms  are  used  when  describing  types  of  beliefs:  

• Ontology  –  studies  the  nature  of  existence/what  is  real?  

• Epistemology  –  the  study  of  knowledge/what  do  we  know?  
• Methodology  –  the  methods  used  to  gain  knowledge/how  do  we  know?  

The  medical  deficit  model  (a  paradigm/way  of  viewing  education)  

The  medical  deficit  model  is  the  way  most  people  view  the  education  system:  

• Focus  is  on  problems  

• Find  out  what  is  “wrong”  and  how  to  “fix”  it  
• Works  well  within  medical  field  (doctors  and  nurses)  
• Does  not  work  as  well  in  education  

Inclusive  education  principles  suggest  that  it  is  not  the  child  that  is  “broken”,  but  the  system  that  is  
failing  the  child.  The  medical  deficit  model  uses  negative  labels  to  define  the  child  as  handicapped  or  
defective.  

The  global  movement  is  towards  a  “paradigm  shift”,  away  from  the  medical  model  and  towards:  

The  socio-­‐ecological  model  

Based  upon  the  idea  of:  

• Normalisation  –  people  with  disabilities  should  participate  in  mainstream  activities  

• People  with  disabilities  should  participate  in  all  aspects  of  life  
• People  with  disabilities  have  the  right  to  lead  a  life  that  is  “normal”  

The  socio-­‐ecological  model  suggests  that  we  should  focus  on  changing  the  way  we  treat  people,  
rather  than  try  to  change  people  themselves.  

Mainstream  and  integration  

Two  terms  often  used  interchangeably,  but  have  different  meanings.  

Mainstreaming  means  to  include  disabled  people  in  “normal”  schools,  whether  it  is  full-­‐time,  or  only  
during  certain  classes,  while  also  offering  them  supplemental  instruction.  

Integration  seeks  to  make  sure  that  people  with  disabilities  “fit  into”  the  school  system,  they  
become  a  functioning  part  of  that  system.  

Unlike  “integration”,  inclusion  focuses  on  fundamentally  transforming  the  school  system,  to  fit  the  
learner’s  needs.  

 
INCLUSIVE  EDUCATION      

Overview  of  policy  and  legislation  relating  to  inclusive  education  

Important  documents  to  skim  through  (links  on  VCLearn):  

• The  UNESCO  Salamanca  Statement  (practical  and  strategic  changes  to  implement  inclusive  
practices)  
• Education  White  Paper  6  (Department  of  Basic  Education  guidelines  for  inclusive  education)  

South  Africa  has  a  constitutional  mandate  (state  authorization)  to  implement  inclusive  education  in  
our  schools.  

Laws  are  rules  of  conduct  that  are  legally  binding  and  enforced  by  the  state.  

Policies  complement  (adds  to)  laws,  but  are  not  legally  binding  and  are  not  enforced  by  the  state.  

Inclusive  education  fits  well  with  South  African  democratic  values  of  freedom,  equality  and  diversity.  

The  South  African  Constitutional  Framework  for  Barrier-­‐Free  Education  guarantees  the  right  to  a  
basic  education  to  all  children.  To  achieve  this,  it  states  that:  

• Children  under  15  cannot  be  employed  

• Children  in  conflict  with  the  law  must  be  granted  access  to  education  
• Exemption  from  paying  fees  for  those  unable  to  afford  schooling  
• Children  with  disabilities  must  be  granted  access  to  education  

The  Best  Interests  of  the  Child  Standard  (p31  in  textbook)  

It  is  always  in  the  child’s  best  interest  to  receive  a  good  education.  The  following  guidelines  apply:  

• The  right  to  have  best  interests  taken  into  account  is  given  to  children  under  the  age  of  18  
• School’s  function  and  circumstances  are  taken  into  account  when  determining  best  interests  
• Acting  according  to  law  is  always  in  the  best  interests  of  children,  a  disciplined  school  is  also  
in  the  best  interests  of  the  learners  
• Children  have  a  right  to  decide  what  is  best  for  themselves,  within  reason,  also  known  as  
“self-­‐determination”  

The  Right  to  Equality  

Some  terms:  

• Inclusion:  accommodate  diverse  learner  needs  

• Differentiation:  treat  people  differently  
• Unfair  discrimination:  impairs  fundamental  dignity  as  human  being  

The  South  African  Schools  Act  of  1996  

Admission  and  placement:  

• Admit  all  learners  without  discrimination  

• No  test  of  admission  

Teacher  and  learner  absence:  

• Considered  misconduct  
• Compulsory  school-­‐going  phase  (age  7  to  15)  
• Parents  responsible  for  ensuring  attendance  
INCLUSIVE  EDUCATION      

• 3  days  absence  –  principal’s  responsibility  to  follow  up  

Sexual  abuse  

Serious  socioeconomic  barrier  to  learning.  Many  forms  of  sexual  abuse.  Allowing  a  child  to  be  
molested  or  assaulted  constitutes  child  abuse.  Underage  “S=sexting”  –  sending  sexual  messages  or  
images  via  electronic  means  is  considered  cyber  child  pornography  and  is  illegal.  

Ethics  

Ethical  values  are  a  moral  philosophy  related  to  issues  of:  

• Trustworthiness  
• Respect  
• Responsibility  
• Justice  and  fairness  
• Caring  
• Citizenship  

The  Belmont  Report  provides  ethical  guidelines  for  research  involving  humans.  Three  main  principles  
in  ethical  treatment  of  people:  

§ Respect  and  dignity  (respect  for  persons)  

§ Protected,  wellbeing  (beneficence)  

§ Equal,  fair,  impartial  (justice)  

Look  at  slides  for  Lecture  3  

for  overview  of  Teacher’s  
Code  of  Ethics  (or  on  p39  
in  textbook)  

Bronfenbrenner’s  

Ecological  

Model  

 
INCLUSIVE  EDUCATION      

Epstein’s  Framework  of  six  types  of  parental  involvement  

1. PARENTING: Home forms supportive base for learning

• Parent education and training
• Family support programs to assist families (food/clothes)
• Home visits by teacher
2. COMMUNICATING: Convey information about learner’s progress and school programs
• Annual parent conferences
• Language translators
• Regular notices, memos, phone calls, newsletters etc.
3. VOLUNTEERING: Recruit parents to help in school system
• School and classroom volunteer program
• Family center for volunteer work, meetings, resources for families.
• Annual postcard survey to identify all available resources
4. LEARNING AT HOME: Assisting parents to assist with homework
• Information for families on skills required for students
• Information on homework policies
• Family participation in setting student goals
5. DECISION MAKING: Include parents in school decisions, developing parent leaders and
representatives.
• Active Parent-Teacher Association, councils, or committees for parent leadership
• Independent advocacy groups to lobby and work for school reform and improvements
INCLUSIVE  EDUCATION      

• Networks to link all families with parent representatives

6. COLLABORATING WITH COMMUNITY: Identify community resources
• Information for students and families on community health, cultural, recreational, social
support, and other programs or services
• Information on community activities that lead to learning skills and talents
• Service to the community by students, families, and schools