Advantages Of Inclusive Education

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According to UN convention (1989 and 1996) on the rights of a child article 29, a right to education is a basic human right. Therefore, inclusive education aims to maximise access to education, participation and success for all learners. Inclusion here does not focus on specific learners like girl children or individuals with disabilities or with special needs only, but for all children. UNESCO (2008) caution that such limited conception may create confusion between inclusive education and integration.

Be it those who have been excluded from the education systems. Access goes beyond admissions to schools; it includes participations and involvement in pedagogical content, process and product. Inclusive education is achievable
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It advocates for admissions of all learners and provision of their educational needs, additionally, it requires that private schools adhere to the government principles of non-discriminatory. But according to (SAHRC; 1999, p.9); some schools continue to be characterised by racial separation and discrimination which is manifested by complaints in disciplinary measures, racial violence, and cultural prejudice amongst others.

The efforts at racial integration have not achieved the desired results as per SAHRC (1999, p.44). these are seen by exclusionary language, admission policies, and other transparent manoeuvres such as crowding out black learners by bussing in white learners from outside the feeder area” SAHRC (1999). It is even suggested that some schools prefer to have their schools as laboratories for cultural assimilation where black learners are by large tolerated rather than affirmed as of right. Again, white schools were permitted to admit black students under terms and conditions; for example: the school remain 51 percent white and that the ‘ethos and character’ of the school are maintained (SAHRC; 1999,
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For instance; those who failed matriculation could not be reabsorbed into the school system, Age restrictions on entry to schools. As a result private schools began opening their doors to increasing numbers of black children but with prohibitive fees meant to restrict those children whose parents could afford the fees.

In black schools, apartheid education meant minimal levels of resources, poorly trained and few staff, lack of quality learning materials, shortages of classrooms, and the absence of laboratories and libraries. “Besides these tangible deprivations, schools also inculcated unquestioning conformity, rote learning, autocratic teaching and syllabi replete with racism and sexism, and antiquated forms of assessment and evaluation” (Vally, 1998).

Response to exclusion challenges to inclusive

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