An African perspective on inclusive education content, conversations and policy debates

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dc.contributor.authorRakolobe, Kelello
dc.date.accessioned2024-07-16T08:22:06Z
dc.date.available2024-07-16T08:22:06Z
dc.date.issued2023
dc.description.abstractThe tenets of an Afrocentric approach to inclusive education are not lim- ited to the demands of “what is learnt, by whom, and how quickly it is learnt, to consider questions of how the knowledge being disseminated is structured and applied particular to diverse and inclusive classrooms” (van Wyk 2014, p. 292). More so, inclusive education is the kind of education that strives to create a conducive environment free from barriers of learn- ing and coupled with availability of relevant and appropriate resources that support the inclusion of those with disabilities in the teaching and learning process (Ntombana and Mokotso 2018). This view is reiterated by Ackah- Jnr (2020, p. 171) who posits that, “having knowledge, skills and positive 6 AN AFRICAN PERSPECTIVE ON INCLUSIVE EDUCATION CONTENT… 90 attitudes towards inclusive education has been conceptualised as an indica- tion of preparedness for inclusive practice.”en
dc.description.sponsorshipSelfen
dc.identifier.urihttps://hdl.handle.net/20.500.14155/1966
dc.language.isoenen
dc.publisherSpringer Natureen
dc.relation.ispartofseries;9783031311546
dc.subjectInclusive education, policy, African perspective,, Lesothoen
dc.titleAn African perspective on inclusive education content, conversations and policy debatesen
dc.title.alternativeThe case of Lesothoen
dc.typeBook chapteren
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