Affiliation:
1. School for the Deaf High, Eswatini
Abstract
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.
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