Conceptualization of

transformative, inclusive
education

GPEV2613:  
Unit 1b: Definition &
White Paper 6
 Admin
Blackboard, Tutoring & Readings
Reading

White paper
Ch 1&2
Addressing barriers to learning: a South African perspective
https://discovery-ebsco-com.ufs.idm.oclc.org/linkprocessor/plink?id=a1ad6922-65fe-324b-8df3-1e14dbd9c378
 
Educational psychology in social context
https://discovery-ebsco-com.ufs.idm.oclc.org/linkprocessor/plink?id=aa3ed756-db4e-3ed9-9fc0-d24f20740670
Tutoring
Friday 9-10 on BB collaborate

Group B1: Chelsea Carolus

Group B2: Thabiso Hlahla
https://bit.ly/InclusiveEdPadlet
Readings

Landsberg
pp. 3-10

White paper
Ch 1&2
Debate: “Inclusion is better than a special needs
or mainstreaming / integration approach”
Person: Do-s: Don’t-s:
• 1: Agree • Reasoned, logical • Insults
• 2: Disagree argument & • Interruptions
rebuttal
• Time-hogging
• Turn-taking
• Virtue signaling
• Respect
• Inappropriate emotion
Background & Recap
Complexity, Critical thinking, Paradigms
Complexity
Critical
thinking
Special needs approach
Mainstreaming
Integration
Inclusion
What is inclusion?
Definition
What is INCLUSIVE EDUCATION?
What is inclusion?

Inclusion is a complex, multidimensional and controversial

concept…. Inclusion has come to mean different things to different
people…These include broad principles such as: dedication to
building a more democratic society; a more equitable and quality
education system; and a belief that extends the responsibility of
regular schools to accommodate the diverse learning needs of all
learners.
(Swart & Pettipher, in Landsberg (Ed), 2016).
Definition

Inclusive pedagogy is an
approach to teaching and learning
that attends to individual
differences between pupils but
avoids the marginalization that
can occur when pedagogical
responses are designed only with
individual needs in mind
(Florian, L & Beaton, M, 2018).
Why was inclusive education developed?
Inclusive pedagogical
approach developed in
response to the question about
how individual pupils can
receive additional support or
extra help they need without
treating them differently from
others (Florian & Black-Hawkins, 2011)
White Paper 6
White paper 6
Message from the Minister of Education

I hold out great hope that through the measures that we put forward in this White Paper we will also be able to
convince the thousands of mothers and fathers of some 280,000 disabled children – who are younger than 18

not one of isolation in

years and are not in schools or colleges - that the place of these children is

dark backrooms and sheds. It is with their peers, in schools, on the

playgrounds, on the streets and in places of worship where they can become part of the

local community and cultural life, and part of the reconstruction and development
of our country. For, it is only when these ones among us are a natural and ordinary part of us that we can truly

lay claim to the status of cherishing all our children equally .

Executive Summary: pp. 5-8
Executive Summary: pp. 5-8

framework for
SA inclusive funding strategy
education

special needs to
segregation to
integration where
inclusion
possible
What is inclusive education?
Definitions
 • All can learn • All are different • Formal &
Learning

Differences

Education
• All need support • All differences informal
must be • School, home,
respected and community
supported • Maximise
• Develop participation of
individual all
strengths

White Paper
pp. 6-7 (point 10)
pp. 16-17 (1.4)
Situation at the time
South Africa 2001
 • Special • Few • Drop-outs,

Failure
Discrimination
Special needs approach

schools & resources push-outs,

classes for for black failures
small % of disabled
disabled learners
• Provinces
differ

White Paper
p. 5 (point 4)
p. 9
pp. 13-16 (1.3)
Vision & Principles
South Africa, beyond 2001
acceptance of principles and values contained in the Constitution

training

human rights and social justice for all learners

participation and social integration

equal access to a single, inclusive education system

access to the curriculum,

equity and redress

community responsiveness

White Paper
cost-effectiveness p. 5 (points 5-6)
Strategies to achieve vision
South Africa, beyond 2001
 • Special needs • Rights & • Access for all

Funding
Support
infused responsibility:
throughout parents,
Integration

system learners,
• Barrier-free teachers
• Flexible • Training
curriculum

White Paper
p. 5 (point 4)
p. 9
pp. 13-16 (1.3)
• transforming all aspects of the education system
• developing an integrated system of education
• infusing ‘special needs and support services’ throughout the system
• pursuing the holistic development of centres of learning to ensure a barrier-free
physical environment and a supportive and inclusive psycho-social learning
environment, developing a flexible curriculum to ensure access to all learners
• promoting the rights and responsibilities of parents, educators and learners
• providing effective development programmes for educators, support personnel, and
other relevant human resources
• fostering holistic and integrated support provision through intersectoral
collaboration
• developing a community-based support system which includes a preventative and
developmental approach to support
• developing funding strategies that ensure redress for historically disadvantaged
communities and institutions, sustainability, and - ultimately - access to education
for all learners.
equipped and supported
to provide for the full
range of learning needs
among all learners
Special schools