INC4805
Assignment 4 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.
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
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.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 4 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.
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
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.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
