Abstract
D.Ed.
To understand the concept of inclusive education in the South African context it is important to reflect on the history of the education system. Prior to 1994 the Education Department had been divided into eighteen different departments which were differentiated in terms of race and ethniticity. Each department had its own policies regarding learners with barriers to learning. Some of these departments made no provision for these learners, consequently they were marginalised, especially in rural communities. Extreme disparities existed in the provision of education and virtually no black children with learning barriers had access to education.
In the departments that did however provide for learners with learning barriers, psychologists evaluated these learners by means of the medical model. This model took into account only barriers that were intrinsic and which may have an effect on learning. The medical model labeled, categorised and stigmatised, learners and they were accordingly placed in special schools. Not only did this labeling negatively influence learners' self-esteem and self-worth, but that their learning barriers were seldom addressed and the required support was hardly forthcoming.
After the first democratic election in South Africa in 1994, a single education department was established. Legislation has subsequently changed and every learner now has the right to equal education with the development of White Paper 6: Building an Inclusive Education and Training System.
This study focused on a specific rural school and examined the implementation of inclusive education in this school. The contextual and cultural aspects of the school were considered using a case study with elements of ethnography, taking into account and how the school has accepted, implemented and promoted inclusive education.
The need for change and context as well as culture was investigated, showing how this has influenced the implementation of inclusive education in this school.