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EJ917306 - Getting Inclusion Right in South Africa

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ERIC #:	EJ917306
Title:	Getting Inclusion Right in South Africa
Authors:	Walton, Elizabeth
Descriptors:	Social Justice; Inclusion; Mainstreaming; Regular and Special Education Relationship; Disabilities; Educational Practices; Foreign Countries; Civil Rights; Equal Education; Social Discrimination; Educational History; Institutional Characteristics; Teacher Education; Parent Participation; Shared Resources and Services
Source:	Intervention in School and Clinic, v46 n4 p240-245 Mar 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2011-03-00
Pages:	6
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	The years after the Second World War have seen many countries in the developed and developing world dismantle separate special education systems and promote the education of children with disabilities or other support needs in regular rather than separate classes. This process of increasing access and participation and reducing exclusionary pressures in all aspects of school life is known as "inclusive education" and is particularly endorsed by the Salamanca Statement (UNESCO, 1994) as a cost-effective way for schools in developing countries to combat discrimination and achieve education for all. The implementation of inclusive education would not only align South Africa's educational practices with international trends, it would help to realize the country's constitutional values of the rights to education, equality, and freedom from discrimination. However, despite sound and well-intentioned policies, exclusion from schools and within schools remains the experience of many children and young people in this country. If South Africa is truly to realize its constitutional values of equality, social justice, and freedom from discrimination, inclusive education ought to be seen as an urgent imperative by all schools, not as another program to be debated and delayed.
Abstractor:	ERIC
Reference Count:	36

Note:	N/A
Identifiers:	South Africa
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1053-4512
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://dx.doi.org/10.1177/1053451210389033

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