Book contents
- Frontmatter
- Contents
- Tables
- Figures
- Preface
- Foreword
- Abbreviations
- Contributors
- Chapter 1 An Afrocentric perspective on Inclusive Education and Ubuntu
- Chapter 2 Framing Autism
- Chapter 3 Early Identification and Curriculum Differentiation for Learners with Autism
- Chapter 4 Religion and Autism: Integrating the Person with Autism into a Community
- Chapter 5 Voices and Views of Senior Students with ASD
- Chapter 6 Learners with ASD in a Rural Context
- Chapter 7 Technology Opening New Worlds for those with Autism – an Overview
- Chapter 8 Partnerships for Autism in the Zimbabwean Inclusive Education System
- Chapter 9 Parents and community partnerships in educating children with ASD as an Inclusive Education strategy
- Chapter 10 ASD: Adolescents and Sexual Experiences in Rural Mpumalanga
- Chapter 11 Classroom Assessment of Learners with Autism – Implications for Educators
- Chapter 12 Autism and inclusion
- Chapter 13 Autism and the Law
- A Preliminary Conclusion: Trends in ASD Research in South(ern) Africa
- Appendix: Autism-related organisations in South Africa
- Index
Chapter 1 - An Afrocentric perspective on Inclusive Education and Ubuntu
- Frontmatter
- Contents
- Tables
- Figures
- Preface
- Foreword
- Abbreviations
- Contributors
- Chapter 1 An Afrocentric perspective on Inclusive Education and Ubuntu
- Chapter 2 Framing Autism
- Chapter 3 Early Identification and Curriculum Differentiation for Learners with Autism
- Chapter 4 Religion and Autism: Integrating the Person with Autism into a Community
- Chapter 5 Voices and Views of Senior Students with ASD
- Chapter 6 Learners with ASD in a Rural Context
- Chapter 7 Technology Opening New Worlds for those with Autism – an Overview
- Chapter 8 Partnerships for Autism in the Zimbabwean Inclusive Education System
- Chapter 9 Parents and community partnerships in educating children with ASD as an Inclusive Education strategy
- Chapter 10 ASD: Adolescents and Sexual Experiences in Rural Mpumalanga
- Chapter 11 Classroom Assessment of Learners with Autism – Implications for Educators
- Chapter 12 Autism and inclusion
- Chapter 13 Autism and the Law
- A Preliminary Conclusion: Trends in ASD Research in South(ern) Africa
- Appendix: Autism-related organisations in South Africa
- Index
Summary
The Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994) reaffirmed the fundamental right to education of everyone as enshrined in the Universal Declaration of Human Rights (United Nations, 1948). It renewed the pledge of the World Conference on EFA (Jomtien, 1990) to safeguard the rights of all irrespective of individual differences. Consequently, the world shifted in paradigm from exclusive to Inclusive Education. Civil rights movements as expressed in various international human rights instruments including the Convention on the Rights of the Child (United Nations, 1989) and the Convention of the Rights of Persons with Disabilities (United Nations, 2006) propels the global impetus for Inclusive Education (De Boer & Simpson, 2009; Majoko, 2017). Inclusive Education champions the human rights and social justice agenda (Eldar, Talmor & Wolf-Zukerman, 2010; Majoko, 2016; Phasha, 2016; Symes & Humphrey, 2010, 2016). Access, participation, acceptance and success of all learners including those with autism in ordinary education underpin Inclusive Education. Worldwide, inclusion in education is the best option of service delivery in education (Humphrey & Lewis, 2008; Leach & Duffy, 2009; McGillicuddy & O’Donnell, 2013). Inclusive Education is a catalyst for elimination of societal discriminatory attitudes towards persons with disabilities including autism.
Although Inclusive Education is popularly perceived as a western philosophy, it is embedded in Afrocentricity. According to Phasha (2016), Inclusive Education is not a foreign phenomenon in Africa because of the embedded-ness of its practices and ideals in the lives of Africans. The alignment of the principles and values of Inclusive Education with the principles and values of African theories reveals that it is not an exclusively western fundamental pedagogical innovation of aspiration and contention of the century (Phasha, 2016). Terms such as “primitive, backward, archaic, outdated, pagan and/or barbaric” (Ocholla, 2007:239) were employed to keep other ways of knowing at the margins because the European epistemology had hegemony over African epistemology (Phasha, 2016; Van Wyk, 2014). An Afrocentric perspective of Inclusive Education is entrenched in theories originated in the African continent including Ubuntu, Africanisation and Indigenous Knowledge instead of imported from elsewhere, as is the case with Eurocentric theories (Anderson, 2012; Sotuku & Duku, 2014).
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- AutismPerspectives from Africa Volume 1, pp. 1 - 5Publisher: University of South AfricaPrint publication year: 2020
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