INC4805
Assignment 4
Semester 2 2025
Due October 2025
, INC4805
Assignment 4
Semester 2 2025
Due October 2025
1. Literature Review
1.1 Introduction
Inclusive education in South Africa is grounded in the constitutional principles of
equality, dignity, and fairness, and formalized in the Education White Paper 6 on Special
Needs Education (Department of Education, 2001b). This policy framework seeks to
dismantle barriers to learning and expand opportunities for marginalized learners,
particularly those excluded by disability, poverty, or systemic inequities. In principle, it
reflects South Africa’s commitment to global agendas such as the Sustainable
Development Goals (SDGs) and the United Nations Convention on the Rights of
Persons with Disabilities (CRPD), both of which emphasize equitable access to quality
education.
Despite this progressive vision, implementation has been uneven. Studies show that
inclusive education is often under-resourced and inconsistently supported, with its
ideals more aspirational than practical (Engelbrecht et al., 2023). Rural districts such as
Amajuba face compounded challenges, including poor infrastructure and shortages of
specialist teachers. For learners with disabilities in these contexts, the gap between the
promise of inclusion and its practice remains significant (Mahlo, 2020; Phasha &
Nkoane, 2022).
The African philosophy of Ubuntu provides an alternative lens for reimagining inclusion.
Ubuntu emphasizes relationality, human dignity, and mutual care, captured in the
Assignment 4
Semester 2 2025
Due October 2025
, INC4805
Assignment 4
Semester 2 2025
Due October 2025
1. Literature Review
1.1 Introduction
Inclusive education in South Africa is grounded in the constitutional principles of
equality, dignity, and fairness, and formalized in the Education White Paper 6 on Special
Needs Education (Department of Education, 2001b). This policy framework seeks to
dismantle barriers to learning and expand opportunities for marginalized learners,
particularly those excluded by disability, poverty, or systemic inequities. In principle, it
reflects South Africa’s commitment to global agendas such as the Sustainable
Development Goals (SDGs) and the United Nations Convention on the Rights of
Persons with Disabilities (CRPD), both of which emphasize equitable access to quality
education.
Despite this progressive vision, implementation has been uneven. Studies show that
inclusive education is often under-resourced and inconsistently supported, with its
ideals more aspirational than practical (Engelbrecht et al., 2023). Rural districts such as
Amajuba face compounded challenges, including poor infrastructure and shortages of
specialist teachers. For learners with disabilities in these contexts, the gap between the
promise of inclusion and its practice remains significant (Mahlo, 2020; Phasha &
Nkoane, 2022).
The African philosophy of Ubuntu provides an alternative lens for reimagining inclusion.
Ubuntu emphasizes relationality, human dignity, and mutual care, captured in the
