Article Title

Information and advocacy: Forgotten components in the strategies for achieving inclusive education in South Africa?

UNDA Affiliation

no

Abstract

Commitment to a single, inclusive education system has been the aspiration of reform in education in a democratic South Africa as articulated in White Paper 6: Special needs education: Building an inclusive education and training system (Department of Education 2001). This article reports findings from a qualitative study which took place in KwaZulu-Natal (KZN), which ascertained participants’ evaluation of the extent to which the policy ideals of inclusive education, as articulated in White Paper 6 were being achieved. Findings revealed that there was evidence of inclusive education beginning to be implemented in KZN in that barriers to learning for many students were being addressed and removed. The specific provision in policy documents directed towards children with disabilities was behind schedule, however, and there was little evidence of full inclusion of students with disabilities in regular education. One component that was furthest behind in the milestones was the implementation of the information and advocacy programme. Implications and further consequences of this are discussed. [Retrieved from publisher's website: http://www.tandfonline.com/doi/abs/10.1080/18146620902857251]

Keywords

Peer-reviewed

Comments

Due to copyright restrictions the publisher's version/PDF of this article is unavailable for download.

Staff and Students of the University of Notre Dame Australia may access the full text of this article here

This article may be accessed from the publisher here

Africa Education Review may be accessed from the National Library of Australia here

The Author:

Professor Marguerite Maher

 

Link to Publisher Version (DOI)

http://doi.org/10.1080/18146620902857251