ERIC Number: ED328052
Record Type: RIE
Publication Date: 1990-Oct
Reference Count: N/A
Special Education in South Africa--Who Plays God?
Naidoo, R. M.
Public policies towards special needs persons in advanced countries have improved tremendously over the last 20 to 30 years, whether the concept is described as mainstreaming, integration, or normalization. Both educational and family policies are changing, with educational policies emphasizing free and appropriate education in the least restrictive environment, and family policies considering the family as central rather than tangential to the service delivery system. However, in South Africa, children within each race group are segregated into able and disabled children. Children with severe to profound degrees of disability are excluded from free and compulsory education. School attendance for them depends on the availability of special day or residential schools. The task of soliciting funds for meals and living expenses falls to the child, his/her family, and school personnel. Policy changes are needed to improve special education services; these changes include ending the differentiation of educational rights based on skin pigmentation and adopting a "free education for all" policy. (14 references) (JDD)
Descriptors: Access to Education, Apartheid, Delivery Systems, Developed Nations, Developing Nations, Disabilities, Disability Discrimination, Educational Change, Educational Discrimination, Educational Policy, Elementary Secondary Education, Family Programs, Foreign Countries, Mainstreaming, Public Policy, Racial Segregation, Special Education, Special Needs Students
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: South Africa
Note: Paper presented at the Council for Exceptional Children Symposium on Culturally Diverse Exceptional Children (Albuquerque, NM, October 18-20, 1990).