INC4805
Assignment 4 2025
2 2025
Unique Number:
Due date: October 2025
1. LITERATURE REVIEW
1.1. Introduction
Inclusive education in South Africa is guided by the values of equality, dignity, and fairness,
as outlined in the Education White Paper 6 on Special Needs Education (Department of
Education, 2001b). The policy was designed to reduce barriers to learning and create
opportunities for all learners, but the reality is that its implementation has been uneven.
Rural areas, such as the Amajuba District, often face the greatest challenges because of
limited resources, teacher training gaps, and inconsistent support.
The African philosophy of Ubuntu, which highlights care, mutual respect, and the belief that
people exist through their relationships with others, provides a cultural foundation that can
strengthen inclusive practices in schools (Letseka, 2013). By drawing on Ubuntu, teachers
can create stronger bonds with learners and promote fairness in the classroom. This
approach does not only support the academic needs of learners but also builds a sense of
belonging and humanity.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
1.LITERATURE REVIEW
1.1. Introduction
Inclusive education in South Africa is guided by the values of equality, dignity, and
fairness, as outlined in the Education White Paper 6 on Special Needs Education
(Department of Education, 2001b). The policy was designed to reduce barriers to
learning and create opportunities for all learners, but the reality is that its
implementation has been uneven. Rural areas, such as the Amajuba District, often
face the greatest challenges because of limited resources, teacher training gaps,
and inconsistent support.
The African philosophy of Ubuntu, which highlights care, mutual respect, and the
belief that people exist through their relationships with others, provides a cultural
foundation that can strengthen inclusive practices in schools (Letseka, 2013). By
drawing on Ubuntu, teachers can create stronger bonds with learners and promote
fairness in the classroom. This approach does not only support the academic needs
of learners but also builds a sense of belonging and humanity.
This review focuses on how Ubuntu can be woven into teacher and learner relations
in special schools. It examines existing literature on inclusivity, teacher perceptions,
relational fairness, and classroom practices that are informed by Ubuntu principles.
1.2. Ubuntu as a Philosophical Framework for Education
Ubuntu is often described through the saying umuntu ngumuntu ngabantu, which
emphasises that a person’s humanity is realised through their connection with
others. It reflects values of dignity, care, and collective responsibility (Waghid &
Smeyers, 2012). In the field of education, Ubuntu has been recognised as a
philosophy that can guide teaching by highlighting empathy, cooperation, and the
acceptance of diversity (Mpofu & Sefotho, 2024). Within inclusive education, these
values support the idea that all learners, whether with disabilities or without, deserve
equal respect and fair opportunities to participate fully in learning.
Assignment 4 2025
2 2025
Unique Number:
Due date: October 2025
1. LITERATURE REVIEW
1.1. Introduction
Inclusive education in South Africa is guided by the values of equality, dignity, and fairness,
as outlined in the Education White Paper 6 on Special Needs Education (Department of
Education, 2001b). The policy was designed to reduce barriers to learning and create
opportunities for all learners, but the reality is that its implementation has been uneven.
Rural areas, such as the Amajuba District, often face the greatest challenges because of
limited resources, teacher training gaps, and inconsistent support.
The African philosophy of Ubuntu, which highlights care, mutual respect, and the belief that
people exist through their relationships with others, provides a cultural foundation that can
strengthen inclusive practices in schools (Letseka, 2013). By drawing on Ubuntu, teachers
can create stronger bonds with learners and promote fairness in the classroom. This
approach does not only support the academic needs of learners but also builds a sense of
belonging and humanity.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
1.LITERATURE REVIEW
1.1. Introduction
Inclusive education in South Africa is guided by the values of equality, dignity, and
fairness, as outlined in the Education White Paper 6 on Special Needs Education
(Department of Education, 2001b). The policy was designed to reduce barriers to
learning and create opportunities for all learners, but the reality is that its
implementation has been uneven. Rural areas, such as the Amajuba District, often
face the greatest challenges because of limited resources, teacher training gaps,
and inconsistent support.
The African philosophy of Ubuntu, which highlights care, mutual respect, and the
belief that people exist through their relationships with others, provides a cultural
foundation that can strengthen inclusive practices in schools (Letseka, 2013). By
drawing on Ubuntu, teachers can create stronger bonds with learners and promote
fairness in the classroom. This approach does not only support the academic needs
of learners but also builds a sense of belonging and humanity.
This review focuses on how Ubuntu can be woven into teacher and learner relations
in special schools. It examines existing literature on inclusivity, teacher perceptions,
relational fairness, and classroom practices that are informed by Ubuntu principles.
1.2. Ubuntu as a Philosophical Framework for Education
Ubuntu is often described through the saying umuntu ngumuntu ngabantu, which
emphasises that a person’s humanity is realised through their connection with
others. It reflects values of dignity, care, and collective responsibility (Waghid &
Smeyers, 2012). In the field of education, Ubuntu has been recognised as a
philosophy that can guide teaching by highlighting empathy, cooperation, and the
acceptance of diversity (Mpofu & Sefotho, 2024). Within inclusive education, these
values support the idea that all learners, whether with disabilities or without, deserve
equal respect and fair opportunities to participate fully in learning.
