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ERIC Number: EJ847472
Record Type: Journal
Publication Date: 2007-Mar
Pages: 6
Abstractor: ERIC
Reference Count: 6
ISSN: ISSN-1710-2146
From Policy to Practice: A South-African Perspective on Implementing Inclusive Education Policy
Naicker, Sigamoney
International Journal of Whole Schooling, v3 n1 p1-6 Mar 2007
The advent of a democracy in South Africa ushered in refreshing changes within the South African context. Given South Africa's dark apartheid history, every policy intervention had to ensure a human rights ethos prevails. Inclusive Education, through the publication of the policy document Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System (2001) set out to create a single education system for all learners within a twenty-year period. The White Paper was launched in July 2001. Four years after the launch, policy developers and implementers have arrived at a realization that there are several challenges and possibilities associated with the implementation of Inclusive Education in South Africa. Whilst there is enough reason to be highly optimistic about the future of inclusive education in South Africa, the caveat is not to underestimate the challenges and complexities of developing a single education system for all learners. This article discusses the challenges by highlighting the following issues: (1) epistemology; (2) entrenched special education theory and practices; (3) curriculum 2005; and (4) ideological and political factors. The author concludes that for inclusive education to take hold in South Africa, the curriculum is the single most important vehicle since it was the traditional curriculum that alienated learners from mainstream classes. If frameworks of thinking are ruptured and alienated learners and other resources provided, an inclusive system is possible in South Africa.
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa