EDS4801
ASSIGNMENT 5 SEMESTER 1 2025
UNIQUE NO.
DUE DATE: 20 MAY 2025
, EDS4801 Assignment 5, 2025
Assignment 05: Disability and Access to Education in South Africa – A Critical
Review
2.1 Critical Review of South Africa’s Inclusive Education Policy (White Paper 6,
2001) and Its Impact on Special Needs Education
(25 marks)
White Paper 6, titled Special Needs Education: Building an Inclusive Education and
Training System (Department of Education, 2001), was introduced to redress the
educational disparities of the past by promoting the inclusion of learners with disabilities
within mainstream schools. Its core aim is to restructure the education system so that it
becomes more responsive to the needs of all learners, particularly those facing learning
barriers.
The policy outlines several strategic interventions, including:
The establishment of full-service schools equipped to meet a wide range of
learning needs.
The creation of District-Based Support Teams (DBSTs) to assist schools in
identifying and addressing support needs.
A focus on curriculum adaptation and equipping teachers with the necessary
skills and tools to support inclusive practices.
Policy Impact:
Achievements:
White Paper 6 has contributed significantly to raising public and institutional awareness
around inclusive education. It has also resulted in the creation of a number of full-
service schools and the formation of DBSTs, which have been instrumental in guiding
and supporting inclusive education practices (Donohue & Bornman, 2014).
ASSIGNMENT 5 SEMESTER 1 2025
UNIQUE NO.
DUE DATE: 20 MAY 2025
, EDS4801 Assignment 5, 2025
Assignment 05: Disability and Access to Education in South Africa – A Critical
Review
2.1 Critical Review of South Africa’s Inclusive Education Policy (White Paper 6,
2001) and Its Impact on Special Needs Education
(25 marks)
White Paper 6, titled Special Needs Education: Building an Inclusive Education and
Training System (Department of Education, 2001), was introduced to redress the
educational disparities of the past by promoting the inclusion of learners with disabilities
within mainstream schools. Its core aim is to restructure the education system so that it
becomes more responsive to the needs of all learners, particularly those facing learning
barriers.
The policy outlines several strategic interventions, including:
The establishment of full-service schools equipped to meet a wide range of
learning needs.
The creation of District-Based Support Teams (DBSTs) to assist schools in
identifying and addressing support needs.
A focus on curriculum adaptation and equipping teachers with the necessary
skills and tools to support inclusive practices.
Policy Impact:
Achievements:
White Paper 6 has contributed significantly to raising public and institutional awareness
around inclusive education. It has also resulted in the creation of a number of full-
service schools and the formation of DBSTs, which have been instrumental in guiding
and supporting inclusive education practices (Donohue & Bornman, 2014).
