, Question 1: Defining inclusive education
The Transformative Definition of Inclusion
Inclusive education is defined as a continuous process of addressing and responding to the diversity
of needs of all learners through increasing participation in learning, cultures, and communities, and
reducing exclusion within and from education (UNESCO, 2005). This definition is the most
promising for the South African landscape because it shifts the focus from "fixing" the individual
learner—often associated with the outdated medical model—to transforming the entire system.
This aligns with Education White Paper 6, which asserts that the primary responsibility for learning
breakdown lies with the system's inability to accommodate diversity, rather than the learner’s
inherent impairments (Department of Education, 2001).
Contextual Relevance and Strategic Promise
The relevance of this definition to South Africa is rooted in our historical legacy of institutionalized
segregation. Inclusion here is not merely a pedagogical shift but a "social justice project" essential
for dismantling the intersectional barriers of race, poverty, language, and disability (Walton, 2018).
By adopting a systemic definition, we move beyond "locational integration"—the mere physical
presence of learners in a classroom—and move toward a social model of education. This model
identifies that barriers such as an inflexible curriculum, inadequate teacher training, and
socio-economic inequality are the true inhibitors of progress.
For Minister Gwarube’s priorities, this definition provides a strategic roadmap. It mandates a
"continuum of support" where schools are transformed into inclusive centers that cater to all
learners, including those with high support needs. This approach is economically and socially vital;
by fostering an inclusive environment today, we prepare a diverse workforce for tomorrow.
Ultimately, this definition ensures that inclusion is treated as a fundamental human right, providing
a framework for a truly equitable South African society.
The Transformative Definition of Inclusion
Inclusive education is defined as a continuous process of addressing and responding to the diversity
of needs of all learners through increasing participation in learning, cultures, and communities, and
reducing exclusion within and from education (UNESCO, 2005). This definition is the most
promising for the South African landscape because it shifts the focus from "fixing" the individual
learner—often associated with the outdated medical model—to transforming the entire system.
This aligns with Education White Paper 6, which asserts that the primary responsibility for learning
breakdown lies with the system's inability to accommodate diversity, rather than the learner’s
inherent impairments (Department of Education, 2001).
Contextual Relevance and Strategic Promise
The relevance of this definition to South Africa is rooted in our historical legacy of institutionalized
segregation. Inclusion here is not merely a pedagogical shift but a "social justice project" essential
for dismantling the intersectional barriers of race, poverty, language, and disability (Walton, 2018).
By adopting a systemic definition, we move beyond "locational integration"—the mere physical
presence of learners in a classroom—and move toward a social model of education. This model
identifies that barriers such as an inflexible curriculum, inadequate teacher training, and
socio-economic inequality are the true inhibitors of progress.
For Minister Gwarube’s priorities, this definition provides a strategic roadmap. It mandates a
"continuum of support" where schools are transformed into inclusive centers that cater to all
learners, including those with high support needs. This approach is economically and socially vital;
by fostering an inclusive environment today, we prepare a diverse workforce for tomorrow.
Ultimately, this definition ensures that inclusion is treated as a fundamental human right, providing
a framework for a truly equitable South African society.
