In order to address the implementation of inclusive education, one needs to have a clear understanding of what inclusive education is, the philosophy behind inclusion in education as well as the developments that have led to inclusive education being considered the world-wide standard of good educational practice.
2.3.1. The philosophy behind inclusive education
The philosophy behind inclusive education is symptomatic of a wider movement to improving the plight of people with disabilities in society, who would have previously been shunned and hidden away from the rest of the community. In recognition of this, Swart and Pettipher (2007: p.4) begin their journey into the ideology behind inclusive education by stating that “schools do not function in isolation, but are influenced by economic, political and social developments”. The implication here is that it would be foolish for one to look at the philosophy behind inclusive education purely in the context of an educational setting. They go on to quote the work of Karagiannis (1996: p.9) that
“societies are undergoing fundamental changes as they undergo transformation from industrial to informational and from national to international societies” (cited in Swart and Pettipher, 2007: p.4).
2.3.2. Towards inclusive education - the history and development of legislation
The development towards inclusive education on a global scale is best analysed in terms of the significant documents and legislations put into place around the world, which in many cases have given countries the motivation to pursue the implementation of inclusive education.
Figure 2.1 represents the timeline of significant developments towards inclusive education.
Figure 2.1 Significant developments towards inclusive education (Researcher’s original figure)
2.3.2.1. The Universal Declaration of Human Rights
The Universal Declaration of Human Rights (United Nations, 1948) was drafted by the United Nations General Assembly in response to the gross human rights violation and genocide that characterised the Second World War. After initially abstaining from voting on this declaration, South Africa eventually signed in 1995 once the local atrocities of Apartheid were over and South Africans
could call themselves a democratic country that is capable of upholding the sentiments enshrined in the declaration.
Article 26 of the declaration deals specifically with human rights related to education. The first six words of this statement are clear: “Everyone has the right to education” (United Nations, 1948: p.7.).
However, upon closer inspection it is point 2 of Article 26 (United Nations, 1948: p. 7) that provides us with the preamble to inclusive education by stating that:
“Education shall be directed to the full development of the human personality and to strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups”.
The correlation between this statement and the underlying principles and aims of inclusive education is strong.
2.3.2.2. Mills vs. Board of Education
In the years between the signing of the Universal Declaration on Human Rights and 1972, a number of legal cases were taken before the courts in the United States of America to ensure that all children were granted equal rights to education. However, it was a judgement on 1 August 1972 by District Judge Waddy in the District of Columbia that heralded the dawn of equal education for learners with barriers to learning. Previous court cases had dealt primarily with cases brought about by racial issues (Kids Together, Inc. 1972. p.1).
The case of Mills versus the Board of Education (1972) dealt with the rights of seven children, labelled as ‘exceptional children’ to enter the mainstream education system. In what was considered the politically correct terminology at the time, these seven children were labelled with a number of conditions ranging from behavioural and emotional problems to being hyperactive or mentally retarded. Judge Waddy found that it was the responsibility of the District of Columbia’s Board of education to provide education for these children in regular classrooms, with the necessary support as needed. This judgement subsequently led to a number of similar cases in the United States of America for the rights of children with barriers to learning to be upheld (Kids Together, Inc. 1972.
p.2-3).
2.3.2.3. UN Convention of the Rights of the Child
Signed on 20 November 1989, the United Nations Convention of the Rights of the Child (United Nations, 1989) set out to outline the rights related specifically to people under the age of eighteen.
All countries that are signatories to the convention, including South Africa, are bound by international law to honour the principles stated there-in. As with United Nations Declaration of Human Rights (United Nations, 1948), there is special attention paid to the importance of education for all. However, of particular interest to this study is the point made in Article 29.1(United Nations, 1989: p. 10), which states that:
“State parties agree that the education of the child shall be directed to:
The development of the child’s personality, talents and mental and physical abilities to their fullest potential”.
The implication here is that all children, regardless of their barriers to learning, should have access to a quality education that is equal to that of their peers (United Nations, 1989). As a signatory to this document, South Africa is obliged to provide this to the learners of our country.
2.3.2.4. World Declaration on Education for All
The World Declaration on Education for All (UNESCO, 1990) is part of the wider movement by UNESCO known as the ‘Education for All’ movement. This movement is commonly used as a guide post by governments around the world by which to judge the provision of education in a particular country. The infamous ‘millennium development goals’ are a product of this movement, which aims to provide equal access to education for all citizens of the world by 2015. The World Declaration on Education for All was adopted in Jomtein, Thailand in 1990.
This document is of particular interest in terms of inclusive education as it is the first such document to refer specifically to education provision for people with disabilities. Article 3.5 (UNESCO, 1990:
p.5) states that:
“The learning needs of the disabled demand special attention. Steps need to be taken to provide equal access to education to every category of disabled persons as an integral part of the education system”.
Once again South Africa, as are all signatories to the declaration, is mandated to provide an effective, inclusive education system.
2.3.2.5. Standard Rules on the Equalization of Opportunities for Persons with Disability
Adopted by the United Nations General Assembly in 1993, the Standard Rules on the Equalization of Opportunities for Persons with Disability (United Nations, 1993) set out to provide signatory countries with a set of rules pertaining to equality for people with disabilities. Signatory countries are politically obliged to conform to these rules. This document is also the earliest, clear statement
regarding an inclusive education system for all people. Rule 6 (United Nations, 1993: p.4) on education states clearly that:
“General education authorities are responsible for the education of persons with disabilities in integrated settings. Education for persons with disabilities should form an integral part of national educational planning, curriculum development and school organisation… Education in mainstream schools presupposes the provision of interpreter and other appropriate support services. Adequate accessibility and support services, designed to meet the needs of persons with different disabilities, should be provided”.
It also makes provision for developing countries where inclusive education may not yet be a reality by declaring that special education should be offered with a view to integrating the learners in general education settings in the future (United Nations, 1993).
2.3.2.6. The UNESCO Salamanca Statement
Possibly the most well-known of all documentation pertaining to inclusive education is the statement adopted in Salamanca, Spain in June 1994 by the World Conference on Special Needs Education: Access and Quality. The Salamanca Statement (UNESCO, 1994) clearly says that:
“students with special needs must have access to regular schools with adapted education”
and lends its support to inclusive education by stating that “regular schools with an inclusive orientation are the most effective means of combating and preventing discriminative attitudes and building up an inclusive society”.
It recommended that equal access to education for all could be achieved through the acceptance of the varying needs of learners and by making a concerted effort to accommodate these needs in the classroom (UNESCO, 1994).
As a result of this World Conference (UNESCO, 1994), governments were called upon to “adopt as a matter of law or policy the principle of inclusive education and enrol all children in ordinary schools, unless there were compelling reasons for doing otherwise”. In addition to this, it places some of the responsibility for providing resources on organisations such as the World Bank, UNICEF and UNESCO.
In response to the Education for All Declaration (UNESCO, 1990) and the Salamanca Statement (UNESCO, 1994), the World Education Forum was held in Dakar in 2000 to review the progress of these important documents and the frameworks included in these. This forum expressed on-going support for the implementation of inclusive education globally.
Further information regarding the development of legislation towards inclusive education in South African schools will be covered in “Inclusive education in South Africa”.