Inclusive Education

Mbulaheni O. Maguvhe (PhD 2005) University of South Africa and UNESCO/UNISA chair of inclusive education in higher education is professor of inclusive and disability studies at that university. Professor Maguvhe is a researcher of note with seven edited volumes (addressing a wide range of topics including: empowerment, inclusivity, equality and equity, social justice, African epistemologies, etc.) and many articles published in peer reviewed journals of standing.

List of Tables

Introduction: Inclusive Education—Towards Social Justice, Equality and Advancement of Human Rights
 1 Introduction
 2 Conclusion

1 Inclusive Education: Enriching Minds, Enriching Lives
 1 Introduction
 2 How Inclusive Education Enriches Minds
 3 Characteristics of Enriched Minds through Inclusive Education
 4 Creating a Conducive Inclusive Environment for Enriching Students’ Minds
 5 Fulfilled/Enriched Lives
 6 Characteristics of Enriched Lives
 7 How an Individual Benefits from an Enriched Mind
 8 How an Individual Benefits from an Enriched Life
 9 How an Educated Individual Enriches Other People’s Minds
 10 How an Individual Enriches Other People’s Lives
 11 Conclusion

2 Inclusive Education: Embracing Change; Embracing Diversity
 1 Introduction
 2 Embracing Change in Special Needs Education
 3 Contemporary Models of Empowerment
 4 The Least Restrictive Environment and Empowerment
 5 Special Education and Empowerment
 6 Inclusive Education and Empowerment
 7 The Dimensions of Empowerment for Diverse Populations in a Changing Environment
 8 What Is Diversity in Inclusive Education Teaching and Learning Settings?
 9 Contribution of Diversity to Students in General and Those with Disabilities in Particular
 10 The Importance of Diversity in the Teaching and Learning Process
 11 Inclusive Education and its Benefits
 12 Inclusive Education Beliefs and Principles
 13 Key Features of Inclusive Education
 14 How Can Inclusivity Be Promoted to Embrace Change and Diversity
 15 The Meaning of Inclusive Education to Stakeholders in the National/Local Context
 16 Conclusion

3 Inclusive Education: The Right to Education, Rights in Education and Rights through Education
 1 Introduction
 2 Right to Education and Training
 3 The Provision of the Right to Basic Education
 4 Rights in Education and Training
 5 Challenges Encountered by Persons with Disabilities in Exercising Their Basic Right to Education
 6 The Importance of Education to People in General and Those with Disabilities in Particular
 7 Rights through Education and Training
 8 Reasons Why Persons with Disabilities Should Enjoy the Right to Education
 9 Including All Students with Special Educational Needs (Sen) in Mainstream Education Provision
 10 Attitude of Educators towards the Right to Education
 11 Inclusion and Resources for the Realisation of the Right to Education
 12 Conclusion

4 Inclusive Education: A Catalyst for Positive Change and a Springboard for Collaboration
 1 Introduction
 2 How Inclusive Education Can Be a Catalyst for Positive Change
 3 How Inclusive Education Can Be a Springboard for Collaboration
 4 Teacher-Parent Collaboration
 5 Stakeholders and Role-Players Which Should Be Included to Bring about Positive Changes in Inclusive Education
 6 Academic Leadership Roles for Positive Change and Springboards for Collaboration
 7 How Digitalisation Serves As a Catalyst for Positive Change in Education and a Springboard for Collaborations
 8 Conclusion

5 Inclusive Education Hope and Reality for Students with Diverse Needs
 1 Introduction
 2 Giving Hope and Making Inclusive Education a Reality in Inclusive Education Settings
 3 How Inclusive Education Gives Hope to Students with Diverse Learning Needs during Covid-19 Pandemic
 4 The Benefits of Classroom Diversity and Inclusion
 5 How Different Stakeholders Could Make Inclusive Education Sustainable
 6 Why Students with Diverse Needs Should Have Hope in Inclusive Education
 7 Conclusion

6 Inclusive Education: Possibilities and Actions
 1 Introduction
 2 Inclusive Education Possibilities, Benefits and Positive Actions
 3 Requirements for Inclusive Education Possibilities, Benefits and Positive Actions
 4 Inclusive Education Possibilities and Actions by the Department of Education
 5 Inclusive Education Possibilities and Actions by School Management Teams
 6 Inclusive Education Possibilities and Actions by Special Education Teachers
 7 Inclusive Education Possibilities and Actions by General Educators
 8 Inclusive Education Possibilities and Actions by Learners
 9 Inclusive Education Possibilities and Actions by Peers
 10 Inclusive Education Possibilities and Actions by Community
 11 Inclusive Education Possibilities and Actions by Family
 12 Inclusive Education Possibilities and Actions by Parents
 13 Conclusion

7 Accommodating Learners with Diverse Learning Needs in an Inclusive Education Learning Environment: All Things Considered
 1 Introduction
 2 Managing Diversity in an Inclusive Education Learning Environment
 3 Reasons Why Diversity Should Be Embraced in an Inclusive Learning Environment
 4 Best Inclusive Education Practices for Accommodating Diversity
 5 Promoting Diversity in Inclusive Education Settings of All, for All, and by All
 6 Strengthening the Accommodation of Diversity in Inclusive Education Settings
 7 Challenges of Accommodating Diversity in Inclusive Education Settings
 8 How to Identify Strengths and Challenges of Diversity in Inclusive Education Settings
 9 Conclusion

8 Inclusive Education, a Means to Achieve the Sustainable Development Goal: Critical Reflections
 1 Introduction
 2 Critical Reflections on Sustainable Development and Education Inclusivity
 3 Critical Reflections on the Transformation of Inclusive Education Practices from Unsustainable to Sustainable
 4 Critical Reflections on the “World We Want” and Inclusivity
 5 Critical Reflections on Factors Militating against the “World We Want”
 6 Critical Reflections on the ‘World We Want’: Inclusive and Equitable Education with Lifelong Learning Opportunities for All: Sustainable Development Goal Number 4
 7 Summary of Seven Outcome Targets
 8 Summary on Means of Implementation
 9 Critical Reflections and Discussion
 10 Critical Reflections on Sustainable Development and Inclusive Education in Africa
 11 Limitations of the Chapter
 12 Conclusion

9 Pre, Peri and Impeding Inclusive Education Challenges
 1 Introduction
 2 The Concept of Inclusive Education
 3 Historical Origins of Inclusive Education
 4 International Policies and Declarations on Inclusive Education
 5 Inclusive Education in South Africa
 6 Barriers to Learning
 7 Multiple Barriers to Learning
 8 Pre, Peri and Impeding Inclusive Education Challenges
 9 Fears with Regard to the Implementation of the Inclusive Education Programme in South Africa
 10 Benefits of Inclusive Education
 11 Conclusion

10 Making Sense of Curriculum Adaptations, Modifications, Differentiation and Teaching for Diversity
 1 Introduction
 2 Adaptations
 3 Forms and Types of Curriculum Adaptations
 4 Stages of Adaptations
 5 Benefits of Adaptive Curriculum for Learners
 6 Curriculum Modifications
 7 The Concept of Curriculum Differentiation
 8 The History of Curriculum Differentiation
 9 Curriculum Differentiation Challenges
 10 Easy Ways to Differentiate the Curriculum
 11 Differences, between Adaptations, Accommodations, and Modifications
 12 Differentiated Instruction’s Theoretical Framework, Guiding Principles and Beliefs
 13 Comparison and Contrast between dl and Traditional Instruction
 14 Misconceptions about Differentiated Instruction
 15 Characteristics of Differentiated Instruction
 16 Conclusion

11 Inclusive Adult Basic Education and Training for the Visually Impaired: A Sector-Specific Struggle
 1 Introduction
 2 Purpose of the Study
 3 Research Questions
 4 Research Design and Conceptual Framework
 5 Discussion
 6 Recommendations and Conclusion

12 The Delivery of Rehabilitation Services to Ensure Inclusivity in Education and Community Life
 1 Introduction
 2 Purpose
 3 Medical Rehabilitation
 4 Social Rehabilitation
 5 Vocational Rehabilitation
 6 Advocacy and Empowerment
 7 Method
 8 Findings and Discussion
 9 Conclusions
 10 Recommendations

13 Student Support: The Hallmark of Successful Teaching and Learning in Inclusive Education Settings
 1 Introduction
 2 Inclusive Student Support and Educational Success
 3 Roles of Different Stakeholders in Establishing a Culture of Using Success Factors in Inclusive Education
 4 Strengthening the Provision of Disability Support Services
 5 Structure and Levels of Support for Students with Disabilities
 6 Communication Strategy as a Means for Support in Inclusive Education Settings
 7 Reducing Perceptions of Non-Performance in Inclusive Education Settings
 8 Inclusive Support Services Quality Assurance
 9 Lowering of Inclusive Education Academic Barriers
 10 Role of Counsellors in Inclusive Education Settings
 11 Role of Student Service Personnel in Inclusive Education Settings
 12 Role of Students Themselves
 13 Specialised Forms of Support in Inclusive Education Settings
 14 Teaching Students with Attention Deficit/Hyperactivity Disorders in Inclusive Education Settings
 15 Support by Faculty
 16 Teaching Students with Chronic Diseases in Inclusive Education Settings
 17 Teaching Students with Chronic Mobility Impairments in Inclusive Education Settings
 18 Teaching Students with Visual Impairments in Inclusive Education Settings
 19 Teaching Students with Hearing Impairments
 20 Conclusion

14 What We Get from the Virtuous Alma Mater Institutional Policies Which Promote Universal Access, Inclusiveness and Participation for All Students
 1 Introduction
 2 Lessons from Winter School Support for Learners in Historically Disadvantaged Special Schools (2019 to 2022)
 3 Transition to Higher Education
 4 Reflection Questions
 5 Resources Available at Universities and Other Institutions of Higher Learning
 6 Hard of Hearing
 7 Visually Impaired
 8 Physical Disabilities
 9 What Do We Get from the Virtuous Alma Mater?
 10 Conclusion

15 Understandings about Persons with Disabilities as Strong Precursors to Genuine Inclusivity
 1 Introduction
 2 Media Representations of Persons with Visual Impairment
 3 Method
 4 Discussion
 5 Conclusion

16 Challenges Faced by Developing Countries in the Production and Teaching of Braille in Inclusive Education Settings
 1 Introduction
 2 Basic and Advanced Equipment for Writing Braille
 3 Mechanical Notetakers
 4 Mechanical Braillers
 5 Embossers or Braille Printers
 6 Electronic Braille Note Takers
 7 Common Myths about Braille and Web Accessibility
 8 Factors Influencing Demand and Supply Dynamics of Braille Equipment in Developing Countries
 9 Barriers to the Production and Teaching of Braille in Developing Countries
 10 Conclusion

17 Empowering Learners Experiencing Intellectual Barriers to Learning: A Work Linkage Perspective
 1 Introduction
 2 South African Legal Documentation Relating to Special Needs Education
 3 Special Needs Education in Other Countries
 4 Individuals with Disability Education Act (2004) (Idea)
 5 Unesco’s Salamanca Statement (1994)
 6 Theoretical Framework
 7 Programmes That Could Improve the Curriculum of Special Needs Schools
 8 Research Methodology and Design
 9 Findings and Discussions
 10 Recommendations

18 Shaping the Future of Learning through Key Technologies & Practices for Inclusion
 1 Introduction
 2 Assistive Devices for Visually Impaired
 3 Assistive Devices for Hearing Impaired
 4 Assistive Devices for Speech Impaired Children
 5 Assistive Devices for Orthopaedically Impaired Children
 6 Assistive Devices for Children Having Learning Disabilities
 7 Theoretical Framework
 8 Method
 9 Discussion
 10 Recommendations
 11 Conclusion
Conclusion: Inclusive Education—Towards Social Justice, Equality and Advancement of Human Rights
 1 Introduction
 2 Manuscript Thesis
 3 Summary of Chapters
 4 Call for Action
 5 Conclusion

The book target among others: students, researchers and seasoned academics, policy makers, inclusive education activists and advocates, librarians, parents of children with disabilities, persons with disabilities, inclusive education practitioners from ECD to post-school level, headmasters of special and inclusive education schools, government education officials from circuit to national level, etc.