INC4805
Assignment 4
Semester 2 2025
Due October 2025
, INC4805
Assignment 4: Literature review
Semester 2 2025
Due October 2025
Research in Inclusive Education
1. Literature Review
1.1 Introduction
Inclusive education in South Africa is rooted in the values of equality, dignity, and
fairness, as enshrined in the Constitution and articulated in the Education White Paper 6
on Special Needs Education (Department of Education, 2001b). The policy framework
seeks to remove barriers to learning and create opportunities for all learners, particularly
those marginalized by disability, poverty, or systemic inequities. In theory, this reflects
global commitments to the Sustainable Development Goals (SDGs) and the United
Nations Convention on the Rights of Persons with Disabilities (CRPD), which
emphasize inclusive and equitable quality education for all children.
Yet, despite these progressive aspirations, implementation has been uneven. Research
highlights that inclusive education is often poorly resourced, inconsistently supported,
and more aspirational than practical (Engelbrecht et al., 2023). Rural districts such as
Amajuba are especially affected, with challenges ranging from limited infrastructure to
shortages of specialist teachers. For learners with disabilities in such contexts, the
promise of inclusion frequently falls short of reality (Mahlo, 2020; Phasha & Nkoane,
2022).
The African philosophy of Ubuntu offers an alternative cultural and ethical lens for
reimagining inclusion. Ubuntu emphasizes mutual care, human dignity, and the
recognition that one’s humanity is bound to that of others. It is encapsulated in the
expression umuntu ngumuntu ngabantu—a person becomes a person through others.
Assignment 4
Semester 2 2025
Due October 2025
, INC4805
Assignment 4: Literature review
Semester 2 2025
Due October 2025
Research in Inclusive Education
1. Literature Review
1.1 Introduction
Inclusive education in South Africa is rooted in the values of equality, dignity, and
fairness, as enshrined in the Constitution and articulated in the Education White Paper 6
on Special Needs Education (Department of Education, 2001b). The policy framework
seeks to remove barriers to learning and create opportunities for all learners, particularly
those marginalized by disability, poverty, or systemic inequities. In theory, this reflects
global commitments to the Sustainable Development Goals (SDGs) and the United
Nations Convention on the Rights of Persons with Disabilities (CRPD), which
emphasize inclusive and equitable quality education for all children.
Yet, despite these progressive aspirations, implementation has been uneven. Research
highlights that inclusive education is often poorly resourced, inconsistently supported,
and more aspirational than practical (Engelbrecht et al., 2023). Rural districts such as
Amajuba are especially affected, with challenges ranging from limited infrastructure to
shortages of specialist teachers. For learners with disabilities in such contexts, the
promise of inclusion frequently falls short of reality (Mahlo, 2020; Phasha & Nkoane,
2022).
The African philosophy of Ubuntu offers an alternative cultural and ethical lens for
reimagining inclusion. Ubuntu emphasizes mutual care, human dignity, and the
recognition that one’s humanity is bound to that of others. It is encapsulated in the
expression umuntu ngumuntu ngabantu—a person becomes a person through others.
