ISSN: (Online) 2321 -4155
ISSN: (Print) 2320 -7000

JOURNAL OF INDIAN RESEARCH
VOLUME : 2, ISSUE : 3, July-September, 2014 (ISSN No. : 2321-4155)
 
WESTERN IDEALS AND APPROACHES ABOUT INCLUSION RELEVANT TO SOUTHERN AFRICA DEVELOPMENT COMMUNITY (SADC) COUNTRIES: AN ANALYSIS
Albert Tembo
 
ABSTRACT
Some western literature on inclusion of children with disabilities can be modified for the SADC countries, provided regional cultures and traditions are taken into account and appropriate support plans and structure are put in place within those countries. Children with disabilities in most of the SADC countries do not have an opportunity to access formal education, and deprived of inclusive school setting. Experience in countries like Zambia and England while implementing inclusion for children with disabilities, suggest that lack of qualified human and financial resources is a major constraint in enabling these children. Most of the SADC countries have failed to plan and meet the needs to accommodate such educational components as human development, adequate teaching and learning resources, adequate accessible classrooms, adequate infrastructure and research, to mitigate the degrading condition for children with disability. Major impediment in spreading inclusive education in these countries could be attributed to the Western literature that is delinked from the culture, traditions and customs of the people in those countries. Culture and customs are part of the life style of the people and should be incorporated in whatever project is being implemented in their countries.
This paper discusses an account of the rise of inclusive education, the comparisons between western and indigenous education, relevance of Western literature on marketing inclusive education in developing countries, and finally suggests how inclusive education can be marketed and promoted in the SADC countries taking into account the culture and traditions of the people in the countries concerned.
 
KEYWORD
African knowledge system, children with disabilities, Education for All, inclusive education, Jomtien Declaration (1990), meaning system, Salamanca Statement of Action (1994), social participation
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