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Introduction
The field of inclusive education has developed as an emerging school discipline
for practice and study.
Inclusion has become a worldwide phenomenon. The term "inclusion" is widely
used in numerous sectors of society, including the workplace, education,
healthcare, and other organisations, and its meaning varies greatly. In daily
language, it is frequently related with concepts such as "tolerance," "diversity,"
and "equality." However, in the educational setting, the term "inclusion" has
become a grant and elusive concept due to its complex and evolving nature
(Mendoza & Heymann, 358).
For example, some research may misinterpret inclusion as simply placing
learners with disabilities in mainstream classrooms without reasonable
accommodations or oversimplifying the concept by rationalising that everyone
needs to be treated the same. Furthermore, Ignoring that learners with
disabilities have unique needs and abilities that cannot be met by a one-size-fits-
all approach. According to (Oosthuizen 2020 :04-05 cited in Van Zyl 1970:145)
the legal theory embraces everyone’s unique needs and provides a legitimate
purpose for differentiation.
current legislation emphasize that everyone is equal before the law and that no
government or person may unfairly discriminate against anyone based upon
their race, colour, ethnicity religion, culture and language. However, this right
does not imply
this right does not imply that everyone should be treat the same and should
have the same capabilities and talents.
The theoretical framework of this review is embedded in the theory of
inclusion(Bornman, 2021:10). Furthermore, inclusion is engendered by the
commitment to creating equitable learning opportunities, embracing diversity
and fostering a community where learners feel valued despite their differences.
Based on the above discussion. The literature aims to explore the various
reasons why teachers might either support or resist inclusive education.
promoting a culture of openness, change and renewal. Given the crucial role that
teachers play in supporting learners with developmental delays or learning
barriers, understanding their beliefs and perceptions about inclusive education is
paramount.
The first strand in conduction this literature review is to gather information from
both national and international sources on the background of inclusion.
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Secondly , is to view inclusion within a multiculture context. The article concludes
with suggestions on bridging the gap between inclusive education research,
policy, and practice.
Defining Inclusion
The term inclusion is not contained in any single definition; instead, it evolved from academic to
practical usage. The meaning of inclusion can be associated with feelings of belonging, acceptance
and empowerment. Furthermore, inclusion is engendered by the commitment to creating equitable
learning opportunities, embracing diversity and fostering a community where learners feel valued
despite their differences.
Down the years, several researchers have studied the complexity of the word, and almost all of them
have attached their own meaning to the term. It is an ongoing debate, emphasising the diverse
interpretation and complex nature of the term (Mendoza & Heymann 2022: 358). To bring clarity, the
authors discuss the similarities and the differences, highlighting the terms multifaceted nature. The
Oxford English Dictionary (2019d) defines inclusion as ‘’A planned systemic and comprehensive
process for developing a school environment in which all learners, with their similarities and
differences, can thrive, and where no one is excluded’’. Mendoza & Hymann (2022:358) contends
that inclusion raises questions about diversity, equity and access, implying that individuals with
barriers now have access to education on the same basis as their peers. Archbishop Desmond Tutu, a
voice of justice and a beacon of hope, emphasises that inclusion is rooted on a firm belief that all
children, given the correct chances, will reach their God-given potential (Tutu, 2009, as cited in
Bornman, 2021:16). Tutu's perspective emphasises the necessity of recognising difference and
fostering each child's unique gifts, enabling them to contribute to their communities and live fulfilling
lives. Similarly, in education and in South African schools, "inclusion" refers to continues assessment
and adaptation to ensure that each learner’s unique needs are continually met. Furthermore,
emphasising that the rights of the child and the effectiveness of their education are equally as
important (Qian and Rong, 2013). From the aforementioned discussions, In defining the concept of
inclusion, South Africa, like many other countries, has embarked on a continual search for a more
effective way to respond to diversity. It is a term that has evolved considerably over the years owning
to some radical changes in educational environments. In the light of the above, inclusion appears to
be a grand and elusive term that has many interpretations and definitions to consider. However,
despite the grant and elusive nature, the core idea of inclusive education is to accommodate
everyone’s unique needs, which cannot be effectively met by a one-size- fits- all approach.
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Teacher’s perspective on inclusion
The word ‘’inclusion’’ often elicits a strong emotional reaction from teachers. Some teachers
are excited to learn about inclusion, other may feel a little intimidated, while some may even
approach the subject with fear trepidation.
Researchers has shown (Onwuegbuzie, 2000 & Shaaun, 2020:12) that teachers’ attitudes
towards inclusive education are influenced by several factors. One key factor is the degree to
which teachers regard themselves as competent in inclusive education. According Majoko
and Phasha (2018), it is not the number of skills training programmes that determine their
attitudes to inclusive education, but rather a very subjective view of how competent they
believe themselves to be.
Inclusion in schools necessitates informed practitioners that are both confident and
competent in their abilities (Lansberg & Swart, 2019:3). As a result, a higher level of
proficiency is expected from teachers who facilitate learning, as they must be well-equipped
for the task. It is particularly important, as Bornman (2021:12) explains, that teachers
receive orientation, support, and guidance, but most crucially, a fundamental adjustment in
their thoughts and attitudes. Furthermore, cultivating a learning environment that
welcomes, appreciates and respect diversity, where learners differences are not seen as
obstacles, is essential (Landsberg et al, 2019:589). Additionally, research evidence highlights
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that without the support of the teacher, inclusive practices is unlike to flourish or be
sustained.
According to Bornman (2021:28) If children with special educational needs were
treated the same as any other child, then their special educational needs would
not be adequately addressed.
Support staff is an integral part of the inclusion process
Lack of training and role clarity
Another persistent difficulty for schools is properly addressing and
managing the training needs of teachers. While policies are in place
and progress is being made, studies has shown that 74% of teachers
are inadequately trained and showed poor understanding of the
Screening, Identification, Assessment, and Support (SIAS) process.
There is evidence that today's teachers are no more prepared to deal
with a more diverse school population than their predecessors. Many
schools are working to improve this situation; however, schools need to
be reformed, and pedagogy needs to be improved. To address this a
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closer look at South African policy needs to be undertaken to ensure
that it effectively supports the implementation of inclusion. One issue is
of great importance is equality and diversity.
Policy that support inclusion
Since the new South African political dispensation in 1994, the country
entered a new era where inclusion has been a focal point for the
country’s educational policies and practices (Landberg et al,
2019:16).In terms of policy, The Bill of rights is built upon an open and
democratic society, which secures the constitutional right of basic
education ( Oosthuizen et al, 2020:387) It provides a legal and ethical
framework that supports, human dignity and equality, including those
with disabilities or special educational needs. Later, the Education
White Paper 6 (Department of Education, 2000) erected upon this
legislation. The primary focus was to implement inclusive practices in
school, especially for those who were either marginalised or excluded.
At the centre of these policies lies the promotion of full and equal
enjoyment of all rights and freedoms '(Oosthuizen, 2020:21).. More
specifically, to ensure that educational policies are equitable and
supportive for every learner.
Within the South African context there are unique challenges in relation
to the inclusion of learners with special educational needs. This is
because of the types of learners needing additional support which
extends beyond those traditionally classified as having special
educational needs. This broader category includes foreign nationals,
immigrants, refugees and asylum seekers for whom English is not their
mother tongue. To facilitate and encourage the integration of this
increasingly diverse population the Department of Basic Education has
begun to improve support structures in schools for children with
additional learning needs. This included the Screening, Identification,
Assessment and Support (SIAS)strategy, which aims to ensure that
support is available to all learners at all educational levels. In
alignment with this framework, the Department has created an
Individualised Education Plan (IEP) to customise educational support to
each learner's specific circumstance, ensuring equitable outcomes is
achieved based on each learner’s individual needs(Jachova, Kovacevic &
Hasanbegovic 2018:133).
The gap between policy and practice.
The South African Human Rights Commission reports that there is still a
gap between policy and practice. Therefore, although school’s have
policies in place to deal with learners with disabilities, the reality is
that these policies are not implemented, this may be attributed to
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general ignorance and lack of skill in dealing with disability matters,
continued stigmatisation and discrimination, and limited resources.
According to Brenner (2021:84), Learners living with disabilities
continuously must overcome barriers to prejudices and stereotyping,
inflexible organisational procedures and rules, and inaccessible
information, facilities and transport.It is particularly important, Pienaar
(2021:12) explains , that Schools should ensure that curriculum
practices are more inclusive and encourage teachers, to support for
learners with special educational needs. In addition, making the school
environment more accessable to the disabled. Principals must adapt
school buildings by, among other things, widening doors and hallways,
providing designated parking spaces, providing other essential
equipment. Learners may also have autism, or emotional or mental
deficiency that teachers need to consider and accommodate where
possible.One radical approach being advocated is to harness the
abilities of all learners and genuinely democratize the school
environment. Managing diversity is a long-term process that requires
specialised support and realistic strategies to deliver such support.
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The South African Human Rights Commission reports that there is still a
gap between policy and practice. Therefore, although school’s have
policies in place to deal with learners with disabilities, the reality is
that these policies are not implemented, This may be attributed to
general ignorance and lack of skill in dealing with disability matters,
continued stigmatisation and discrimination, and limited resources.
Learners living with disabilities continuously must overcome barriers to
emanating from prejudices and stereotyping, inflexible organisational
procedures and rules, and inaccessible information, facilities and
transport. School’s should ensure that teaching methods are less rigid,
and reform pedagogy to suit the needs of all learners.to make the
school environment more access to the disabled, employers must adapt
their buildings by, among other things, widening doors and hallways,
providing designated parking spaces, providing other essential
equipment. Learners may also have autism, or emotional or mental
deficiency that teachers need to consider and accommodate where
possible.
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Suggestions
In reviewing the literature of inclusion, a number of studies provide
evidence
The whole -school approach recognises diversity and promotes a
promising framework for promoting inclusion however,In advancing
this discussion, it is important to indicate There are some contradictions in
some educational policies, making full inclusion problematic.
Diversity needs to be embraced and management thereof has to take
its place at the highest level in school. Specialist educators need to
determine how to create a school culture that embraces learner’s
‘’uniqueness.’’ For example, Many mainstream schools and countries were
compelled to change their approaches moving away from the segregation of
learners with disabilities to a more inclusive educational system. In South Africa
it has resulted in the application of the White Paper 6 (DoE, 2001) which clearly
spells out the agenda to ensure that all children, regardless of their disability or
special needs, have the right to equal educational opportunities. In addition,
forcing policymakers to review its approach to inclusive education and to
incorporate new legislative documents and policies that will adapt the curriculum
to meet the diverse needs of all learners. Yet, as reflected bureaucracy,
authority, and hierarchies of government powers throw a dark shadow over
inclusive education and is thus regarded as a barrier to effective
implementation. In the light of the above, Much research was done to
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support new initiatives to promote inclusion in mainstream schools and to
improve the current system. Emphasising , the positive steps taken towards
building a non-discriminatory system.
Many learners living with disabilities continue to report negative experiences of
education. While progress has been made, traditional educational structures and
practices often run counter to inclusive goals., and inconsistencies occur
between theory and policy and the implementation of inclusive principles and
practices in school. In addition, both preservice and practicing teachers
consistently report feeling underprepatred to teasch learners with disabilities.
Despite legislation and policy imperatives related to inclusive education, there
remains a lack of consensus in the field about the definitions of inclusion and
associated models of inclusive practices. Multiple conceptualisations of inclusion
and theoretical approaches to fostering inclusion in schools may contribute
confusion and uncertainty for educators and policymakers. With schools facing
accountability and teachers expected to educate an increasingly diverse student
population.
Based on that assumption, Socioeconomic conditions, lack of access to
basic services and cultural factors should all be taken into account if
inclusion is to be utilised effectively within the South African clasroom.
Futhermore, systemic discrepancies within the educational system
needs to be addressed. In addition with policy
amendments( Department of Social Development Revised White Paper
on Families 2021:04).Moreover,Teachers need to be adequately trained
and material needs to be tailored to the specific requirements of
learners whilst creating a inclusive learning environment.
South Africa’s policy on inclusive education is based on providing
education that is appropriate to the needs of all children, whatever
their characteristic, circumstances or background. This includes having
an inclusive approach to the values and views of others, particularly
parents/caregivers, and other. Implementing this policy requires that
the education system accommodates the full variety of educational
needs. The system should meet the needs of the learner as normally
and inclusively as possible; rather than the learner being separated,
excluded, or in any other way discriminated against to suit the needs of
the system.
For special needs education to be successful, it must be part of every
school in South Africa. Learners learn from teachers attitudes and
behaviour,and therefore it is important for teachers to recognise and
respond to the diverse needs of all their learners.
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Conclusion
However, the whole -school approach recognises diversity and promotes
a promising framework for promoting inclusion.
All countries needs legislation in place to ptromote inclusion. However
It is clear from the various definitions of inclusion that there are gaps
between theoretical ideals and practical implementation
This policy document outlines the South African’s government's
commitment to creating an inclusive education system by addressing
the needs of all learners, including those with disabilities, and
promoting equal access to educational opportunities.
. These gaps often arise from differing interpretations of what inclusion
entails, the challenges in adapting educational practices to meet
diverse needs, and the varying levels of support and resources
available.
The above research shows that, from a educational point of view, that
inclusion is a more complex topic than many people perceive. In looking
closely at policymakers ,attention has been paid to how policymakers
construct or imagine ‘’uniqueness’’, and how There is imbalance of
power between the policymakers and the children in need.
In this review, we have tried to help you to understand that inclusion is
a more complex topic than many people realise. It has also shown that
the definition foregrounds a problem at the heart of the genre. This is
highlighted, given the
Despite the fact that inclusive education has become a elusive concept,
various approaches have been developed to help us look at it in a
systemic way. Better undretsanding of school culture and practices can
contribute to formulating a strategy best suited to implement inclusive
practices. A well-accepted approach to analyse the school’s culture. The
culture web shows the behavioural, physical and symbolic
manifestation of a culture that inform and are informed by taken-for-
granted assumptions, or paradigms, of a school.
this may impact their portrayal of physical, sensory, intellectual, and or
learning impairments.
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References
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Education. Building an inclusive education and training system.
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Donald, D. & Lazarus, S. 2020 .Educational Psychology in the social context:
Ecosystemic applications in South Africa. Cape Town: Oxford University Press.
Department of Social Development. 2021. Quantitative Assessment of Families in
South Africa. Pretoria: Department of Social Development
Jachova, Z. & Kovacevic, J & Hasanbegović, H. 2018. INDIVIDUAL EDUCATION
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