Life Has Equal Worth

Abstract

The aim of this chapter is to advance reasons in support of the establishment of full-service schools. The current government has sought to produce a lifelong learner who is literate, numerate, multi-skilled, compassionate, with the capacity to live well with others and to think critically. The curriculum had to complement the principles of social transformation, human rights, and valuing indigenous knowledge system, among others. Unfortunately, differently abled learners were excluded from mainstream classes because of race and (dis)ability. Given the circumstances surrounding this exclusion, parents were ashamed to acknowledge and accept their differently abled children, and society compounded the situation by rejecting them as well. The theory that underpins the discourse in this chapter is Social Constructionism. The chapter will introduce the concepts of full-service schools, followed by a discussion of the legislative framework responsible for the establishment of full-service schools. There will also be a critical look at the roles of the different stakeholders in the teaching and learning setup of full-service schools.