Affiliation:
1. National University of Lesotho, Lesotho
Abstract
This chapter describes how inclusive education (IE), as an ideal educational provision cherished globally, has failed to address the needs of learners with emotional and behaviour disorders (EBD). Although IE has given a glimmer of hope to scores of previously excluded learners, children with EBD are among the most underserved groups of learners. They are physically included but their participation, acceptance, and thus the achievement of their full potential as envisioned by the sustainable development agenda remains just an imagination unless urgent interventions are found. An African perspective on the challenges of learners with EBD reveals that the impairment has received limited research attention both in education and mental health compared to studies from developed countries. Africa has a rich cultural diversity and heritage most likely to influence and inform how EBD must be perceived globally. However, limited research leaves a few recorded practices of identification and support for EBD in African school contexts.