Life Has Equal Worth: Inclusion in High Schools

View Sample PDF

Author(s): Reginald Botshabeng Monyai (University of South Africa, South Africa)
Copyright: 2019
Pages: 24
Source title: Cultivating Inclusive Practices in Contemporary K-12 Education
Source Author(s)/Editor(s): Johnny R. O'Connor Jr. (Lamar University, USA)
DOI: 10.4018/978-1-5225-5727-2.ch010

Keywords: Classroom Management / Education / Information Science Reference / K-12 Education

Purchase

View Life Has Equal Worth: Inclusion in High Schools on the publisher's website for pricing and purchasing information.

Abstract

The aim of this chapter is to advance reasons in support of the establishment of full-service schools. The current government has sought to produce a lifelong learner who is literate, numerate, multi-skilled, compassionate, with the capacity to live well with others and to think critically. The curriculum had to complement the principles of social transformation, human rights, and valuing indigenous knowledge system, among others. Unfortunately, differently abled learners were excluded from mainstream classes because of race and (dis)ability. Given the circumstances surrounding this exclusion, parents were ashamed to acknowledge and accept their differently abled children, and society compounded the situation by rejecting them as well. The theory that underpins the discourse in this chapter is Social Constructionism. The chapter will introduce the concepts of full-service schools, followed by a discussion of the legislative framework responsible for the establishment of full-service schools. There will also be a critical look at the roles of the different stakeholders in the teaching and learning setup of full-service schools.

The IRMA Community

Research IRM

Life Has Equal Worth: Inclusion in High Schools

Purchase

Abstract

Related Content

IRMA Sponsors