Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch002
Annah Dudu, T. Majoko
This chapter examined an Afrocentric perspective on inclusive pedagogy. It is laced with theories that resonate with the Afrocentricity philosophy. Among these is Ubuntu, which places the learners at the centre, in so doing, moving them from the margin and enabling them to be the subject and not the objects of the learning encounter. Ubuntu is an Afrocentric theoretical ideology that is consistent with the humanistic spirit that defines the ethos of Africans. Ubuntu constitutes the fundamental principles and values of compassion and humanity. Accordingly, inclusive pedagogy is a social justice and human rights agenda. Inclusive pedagogy also promotes access, acceptance, participation, and achievement of all learners in mainstream schools regardless of their individual differences.
{"title":"An Afrocentric Perspective on Inclusive Pedagogy","authors":"Annah Dudu, T. Majoko","doi":"10.4018/978-1-6684-4436-8.ch002","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch002","url":null,"abstract":"This chapter examined an Afrocentric perspective on inclusive pedagogy. It is laced with theories that resonate with the Afrocentricity philosophy. Among these is Ubuntu, which places the learners at the centre, in so doing, moving them from the margin and enabling them to be the subject and not the objects of the learning encounter. Ubuntu is an Afrocentric theoretical ideology that is consistent with the humanistic spirit that defines the ethos of Africans. Ubuntu constitutes the fundamental principles and values of compassion and humanity. Accordingly, inclusive pedagogy is a social justice and human rights agenda. Inclusive pedagogy also promotes access, acceptance, participation, and achievement of all learners in mainstream schools regardless of their individual differences.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114735862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch014
Duduzile Nkomo, B. Dube
Effective accommodation of all learners in mainstream schools in Africa demands careful use of teaching and learning approaches that have a capacity to influence academic growth of every learner. Therefore, this chapter discusses different didactic approaches that can be adopted in inclusive settings to ensure that the needs of all learners, including those with special educational needs are met. The approaches include multi-sensory, systematic, explicit, diagnostic, differentiated, learner-centered, and distributed teaching approaches. The selection of teaching approaches to deliver certain concepts depends on individual aspects such as learning styles, preferences, and paces of concept mastery. These should also advance the principle of ‘ubuntu', which permeates the entire African social fabric. The chapter further discusses the influence of assessment, knowledge and attitudes of teachers, and a multi-disciplinary team towards effective use of different didactic approaches. A conceptual analysis of words that are considered paramount in this chapter is given as the chapter unfolds.
{"title":"Didactic Approaches to Inclusive Education Settings","authors":"Duduzile Nkomo, B. Dube","doi":"10.4018/978-1-6684-4436-8.ch014","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch014","url":null,"abstract":"Effective accommodation of all learners in mainstream schools in Africa demands careful use of teaching and learning approaches that have a capacity to influence academic growth of every learner. Therefore, this chapter discusses different didactic approaches that can be adopted in inclusive settings to ensure that the needs of all learners, including those with special educational needs are met. The approaches include multi-sensory, systematic, explicit, diagnostic, differentiated, learner-centered, and distributed teaching approaches. The selection of teaching approaches to deliver certain concepts depends on individual aspects such as learning styles, preferences, and paces of concept mastery. These should also advance the principle of ‘ubuntu', which permeates the entire African social fabric. The chapter further discusses the influence of assessment, knowledge and attitudes of teachers, and a multi-disciplinary team towards effective use of different didactic approaches. A conceptual analysis of words that are considered paramount in this chapter is given as the chapter unfolds.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"86 18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126286101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch001
N. Mlondo
This chapter argues that challenges facing inclusive education in South Africa can be dealt with if the approach is rooted in the African philosophy of Ubuntu, a worldview expressed in South Africa's Nguni languages as “Umuntu ngumuntu ngabantu,” which is the title of this chapter. The expression means a person is a person through others. Although the Constitution of the Republic of South Africa and other related legislative frameworks advocate for education as a human right, the reality is that very few children with disabilities attend mainstream schools. They suffer exclusion due to prohibitive actualities like ill-equipped teachers, large classes, and lack of enabling resources. A lack of enforcement of applicable policies has led to discrimination on the basis of ability. For children with disabilities, the doors of learning are not yet open; these children are practically not “allowed” to attend mainstream schools. There is a need to replace Euro-centric education with Afro-centric education to promote the inclusion of all children.
{"title":"Umuntu Ngumuntu Ngabantu (a Person is a Person Because of/or Through Others) and the Notion of Inclusive Education","authors":"N. Mlondo","doi":"10.4018/978-1-6684-4436-8.ch001","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch001","url":null,"abstract":"This chapter argues that challenges facing inclusive education in South Africa can be dealt with if the approach is rooted in the African philosophy of Ubuntu, a worldview expressed in South Africa's Nguni languages as “Umuntu ngumuntu ngabantu,” which is the title of this chapter. The expression means a person is a person through others. Although the Constitution of the Republic of South Africa and other related legislative frameworks advocate for education as a human right, the reality is that very few children with disabilities attend mainstream schools. They suffer exclusion due to prohibitive actualities like ill-equipped teachers, large classes, and lack of enabling resources. A lack of enforcement of applicable policies has led to discrimination on the basis of ability. For children with disabilities, the doors of learning are not yet open; these children are practically not “allowed” to attend mainstream schools. There is a need to replace Euro-centric education with Afro-centric education to promote the inclusion of all children.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131981510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch006
Annah Dudu, T. Majoko
This chapter examined the whole school approach to inclusive education embedded in the Afrocentric perspective. It constitutes theories appropriate to the African context including Afrocentricity that places learners at the centre stage of teaching and learning. The philosophy moves learners from the margin and empower them through making them subjects and not the objects of pedagogy. The basic principles or canons of Afrocentricity are ukweli, utulivu, uhaki, ujamaa, and kujtoa. Accordingly, the whole school approach to inclusive education constitutes three inter-connected but interrelated dimensions of a school, namely school policies, culture, and practices which underpin the promotion of quality teaching and learning. This chapter is a springboard for future studies on Afrocentric perspectives to inclusive education.
{"title":"An Afrocentric Perspective of the Whole School Approach to Inclusive Education","authors":"Annah Dudu, T. Majoko","doi":"10.4018/978-1-6684-4436-8.ch006","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch006","url":null,"abstract":"This chapter examined the whole school approach to inclusive education embedded in the Afrocentric perspective. It constitutes theories appropriate to the African context including Afrocentricity that places learners at the centre stage of teaching and learning. The philosophy moves learners from the margin and empower them through making them subjects and not the objects of pedagogy. The basic principles or canons of Afrocentricity are ukweli, utulivu, uhaki, ujamaa, and kujtoa. Accordingly, the whole school approach to inclusive education constitutes three inter-connected but interrelated dimensions of a school, namely school policies, culture, and practices which underpin the promotion of quality teaching and learning. This chapter is a springboard for future studies on Afrocentric perspectives to inclusive education.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132019968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch017
P. Sabela, Busile Cynthia Ndhlovu
The chapter appraises transformation as a tool to promote inclusive education using the philosophy of Ubuntu as a framework for reforming African higher education. The general guiding question relates to whether African higher education considers African philosophy in its policies. Transformation does not only refer to structural changes but also entails ensuring that the knowledge transferred relates to the local context and considers access by all and that all are treated with dignity and respect as valuable members of higher education and society at large. Ubuntu philosophy with its core values of humaneness, sharing, interdependence, and the social justice imperatives of equity, redress, and inclusion could contribute to the reconfiguration and transformation of higher education. The philosophy accommodates the rich sense of social characteristics of African society arguing that this could lead to increased access and success, including other essential attributes required to address the current dilemmas and challenges faced by the African higher education sector.
{"title":"African Transformation Agenda to Promote Inclusive Education","authors":"P. Sabela, Busile Cynthia Ndhlovu","doi":"10.4018/978-1-6684-4436-8.ch017","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch017","url":null,"abstract":"The chapter appraises transformation as a tool to promote inclusive education using the philosophy of Ubuntu as a framework for reforming African higher education. The general guiding question relates to whether African higher education considers African philosophy in its policies. Transformation does not only refer to structural changes but also entails ensuring that the knowledge transferred relates to the local context and considers access by all and that all are treated with dignity and respect as valuable members of higher education and society at large. Ubuntu philosophy with its core values of humaneness, sharing, interdependence, and the social justice imperatives of equity, redress, and inclusion could contribute to the reconfiguration and transformation of higher education. The philosophy accommodates the rich sense of social characteristics of African society arguing that this could lead to increased access and success, including other essential attributes required to address the current dilemmas and challenges faced by the African higher education sector.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126400548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch011
T. Majoko, Annah Dudu
This study examined the professional preparation of school administrators for inclusive education. Embedded in Ubuntu philosophy, it is based on a qualitative interpretive study that drew on a sample of 24 Zimbabwean primary school administrators. A constant comparative approach was used throughout data analysis. Participants had inadequate professional preparation for inclusive school administration. The entrenchment of inclusive education in Ubuntu and its social, educational, economic, and political benefits to all people, countries, and the world informed the understanding and positive attitudes of the participants. Participants selected children with specific disabilities for inclusion in schools under their administration. Training school administrators in educational management courses could professionally prepare them for inclusive education.
{"title":"Professional Preparation of School Administrators for Inclusive Education in an African Context","authors":"T. Majoko, Annah Dudu","doi":"10.4018/978-1-6684-4436-8.ch011","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch011","url":null,"abstract":"This study examined the professional preparation of school administrators for inclusive education. Embedded in Ubuntu philosophy, it is based on a qualitative interpretive study that drew on a sample of 24 Zimbabwean primary school administrators. A constant comparative approach was used throughout data analysis. Participants had inadequate professional preparation for inclusive school administration. The entrenchment of inclusive education in Ubuntu and its social, educational, economic, and political benefits to all people, countries, and the world informed the understanding and positive attitudes of the participants. Participants selected children with specific disabilities for inclusion in schools under their administration. Training school administrators in educational management courses could professionally prepare them for inclusive education.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129209108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch015
N. N. Jili
Within a South African context, facilitating the increased participation of marginalized groups within society has become a cornerstone of social policy. In institutions of higher education, this has generally involved the targeting for support of individuals representing groups traditionally excluded on the grounds of socio-economic and disability status. The focus has tended to be more on physical access issues and some technical supports. For students with disabilities, assessment practices are fraught with additional limitations. One will say that access issues within higher education have been inadequately conceptualized and as a result failed to address fundamental issues around assessment for students with disabilities. Hence, this chapter explores diverse assessment practices that are used as a tool in responsive inclusive education settings particularly in institutions of higher learning. It comprises of a literature review focusing on the analysis of inclusive education and diverse assessments practices that can be used to respond to challenges of inclusive education.
{"title":"Responsive Assessment Tools in an Inclusive Education Setting","authors":"N. N. Jili","doi":"10.4018/978-1-6684-4436-8.ch015","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch015","url":null,"abstract":"Within a South African context, facilitating the increased participation of marginalized groups within society has become a cornerstone of social policy. In institutions of higher education, this has generally involved the targeting for support of individuals representing groups traditionally excluded on the grounds of socio-economic and disability status. The focus has tended to be more on physical access issues and some technical supports. For students with disabilities, assessment practices are fraught with additional limitations. One will say that access issues within higher education have been inadequately conceptualized and as a result failed to address fundamental issues around assessment for students with disabilities. Hence, this chapter explores diverse assessment practices that are used as a tool in responsive inclusive education settings particularly in institutions of higher learning. It comprises of a literature review focusing on the analysis of inclusive education and diverse assessments practices that can be used to respond to challenges of inclusive education.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131266746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch029
M. Maguvhe, Siyabulela Tshangela
Accessibility of regular classrooms for learners with disabilities remains a huge challenge, despite the move that regards education as human right for all in the Universal Declaration of Human Rights, the Convention on the Rights of the Child, Salamanca Statement and Framework for Action on Special Needs Education. Millennium Development Goals, Education for All is a Global North project. It never included the Global South. It is a Western countries' agenda advocated for and promoted by the Organisation for Economic Co-operation and Development, the International Monetary Fund, and the World Bank. The under-preparedness of educators and resource provision remain unresolved. Inclusive education (IE) has philosophical tools to expedite endeavours to attain social justice, human rights, and Ubuntu that confront learning barriers. Theorisation of IE for all, of all, by all should have tools to confront exclusion, marginalisation, isolation, intolerance, prejudice, and stereotyping.
{"title":"Inclusive Education for All, of All, by All","authors":"M. Maguvhe, Siyabulela Tshangela","doi":"10.4018/978-1-6684-4436-8.ch029","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch029","url":null,"abstract":"Accessibility of regular classrooms for learners with disabilities remains a huge challenge, despite the move that regards education as human right for all in the Universal Declaration of Human Rights, the Convention on the Rights of the Child, Salamanca Statement and Framework for Action on Special Needs Education. Millennium Development Goals, Education for All is a Global North project. It never included the Global South. It is a Western countries' agenda advocated for and promoted by the Organisation for Economic Co-operation and Development, the International Monetary Fund, and the World Bank. The under-preparedness of educators and resource provision remain unresolved. Inclusive education (IE) has philosophical tools to expedite endeavours to attain social justice, human rights, and Ubuntu that confront learning barriers. Theorisation of IE for all, of all, by all should have tools to confront exclusion, marginalisation, isolation, intolerance, prejudice, and stereotyping.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128222087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch025
Derick Horecious Ngobese
The South African constitution proclaims the right of every citizen to an appropriate education regardless of gender, race, colour, or religion. The questions are: To what extent is the national government guaranteeing the right of 'every' citizen to an 'appropriate' education? What measures are in place at a national and local level to address imbalances in education against African values? This chapter examines the paradox or axiom of inclusive educational system framework to African value systems. It also examines the effects of implementation of inclusive education framework in relation to the broader social and political contexts to which the concept of African values has been applied in South Africa. More particular, this chapter proposes that the unique consequences of the marginalize African value should be enforced in the creation of the more inclusive education. There remains tension and a dilemma within the focus in changing the educational system framework to fit into existing systems and changing system to avoid African value and practice exclusion.
{"title":"Evaluating Inclusive Education Frameworks Against African Value Systems","authors":"Derick Horecious Ngobese","doi":"10.4018/978-1-6684-4436-8.ch025","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch025","url":null,"abstract":"The South African constitution proclaims the right of every citizen to an appropriate education regardless of gender, race, colour, or religion. The questions are: To what extent is the national government guaranteeing the right of 'every' citizen to an 'appropriate' education? What measures are in place at a national and local level to address imbalances in education against African values? This chapter examines the paradox or axiom of inclusive educational system framework to African value systems. It also examines the effects of implementation of inclusive education framework in relation to the broader social and political contexts to which the concept of African values has been applied in South Africa. More particular, this chapter proposes that the unique consequences of the marginalize African value should be enforced in the creation of the more inclusive education. There remains tension and a dilemma within the focus in changing the educational system framework to fit into existing systems and changing system to avoid African value and practice exclusion.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114964632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch004
M. J. Masalesa
The aim of this chapter is to reflect on the importance of human dignity in inclusive education. The chapter focuses on taking all stakeholders on board regarding as far as human dignity and human rights. Aspects discussed are the following: the importance of human dignity, inclusive education (IE) as human right, the principles of inclusion, IE under international law, aspects of Ubuntu, Afrocentric IE, IE and inclusive schools, and diversity in South African education. This chapter is intended for stakeholders in education system, the community, and the entire African countries. It is also intended for the international countries in order to inform them that Africa takes inclusive education very seriously. The said factors will assist the intended community to avoid discrimination in its entirety and support learners with barrier and acknowledge that every person is unique and respect his/her rights and dignity.
{"title":"Human Dignity is Central to Inclusive Education","authors":"M. J. Masalesa","doi":"10.4018/978-1-6684-4436-8.ch004","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch004","url":null,"abstract":"The aim of this chapter is to reflect on the importance of human dignity in inclusive education. The chapter focuses on taking all stakeholders on board regarding as far as human dignity and human rights. Aspects discussed are the following: the importance of human dignity, inclusive education (IE) as human right, the principles of inclusion, IE under international law, aspects of Ubuntu, Afrocentric IE, IE and inclusive schools, and diversity in South African education. This chapter is intended for stakeholders in education system, the community, and the entire African countries. It is also intended for the international countries in order to inform them that Africa takes inclusive education very seriously. The said factors will assist the intended community to avoid discrimination in its entirety and support learners with barrier and acknowledge that every person is unique and respect his/her rights and dignity.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133985508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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