Affiliation:
1. University of Pretoria, South Africa
2. University of Venda, South Africa
Abstract
After more than two decades and many interventions, the education system in South Africa, particularly regarding inclusive education implementation, still faces insurmountable transformation challenges. The sustainable developmental goal four (SDG 4) on quality education constitutes one instrument to drive the evolution process. However, research has shown that Western paradigms are partly to blame for the slow shift from the social rights model to offering quality education to children with disabilities in mainstream schools. Additionally, a need exists for policies and legal frameworks to metamorphose, be responsive to the needs of children with disabilities, and become aligned to the African perspectives. This chapter discusses the dominant Western paradigms that ignore African beneficiaries' voices on intervention provision, and intermittently highlights the African legal framework's benefits towards encouraging indigenous knowledge systems within a globalised world.