Pedagogical relevancy of inclusive education in the foundation phase of education

Abstract

This study looked into pedagogical relevancy of inclusive education in foundation phase of education. Prevailing tendencies regarding inclusive education like, attitudes towards disability, curriculum which does not meet the diverse needs of learners, learning through the second language, inadequate and fragmented funding, lack of parental recognition and involvement, impaired learners, and ill equipped pre and in-service training are highlighted in order to be addressed when implementing inclusive education. The history of learners with special needs in South Africa is traced from early years till the democratic era. The paradigm shift in inclusive education is traced from special education, remedial education, normalization, intergration, permissive environment, mainstreaming, whole school approach until to inclusive education. Exponents of inclusive education like John Locke, Michael del Epee, ltard Jean-Marc-Gaspard, Louise Braille and Mandela Nelson are highlighted and their contribution toward inclusive education is discussed. There are principles underpinning inclusive education like diversity, multiculturalism, social justice, tolerance, equality, collaboration, empathy, patience, unity and respect. For inclusive education to be successful implementers must apply the above principles. The history of inclusive education in first world countries like Europe and United States of America is also studied in order to copy what is happening in advanced model countries. The advantages of inclusive education like avoidance of dual spending, educational values, and socialization gains are the rationale for inclusive education. Eighteen participants were interviewed about the relevancy of inclusive education. Most of the hypotheses were accepted which shows that inclusive education is relevant in the foundation phase of education. The significance of the results would be of assistance to Co-ordinators, circuit managers, Principals, Head of Department, Teachers and members of SGB in implementing inclusive education. There was also a group interview of learners from special and ordinary school. This study reveals that in special schools need to be included in mainstream while learners who are not in special school are not yet ready to learn together with disabled learners. What is important is to educate members of the community about inclusive education through different media like advocacy, radio and television.