Building a more inclusive South Africa: progress and pitfalls in disability rights and inclusion

Black, David R.; Matos-Ala, Jacqueline De

doi:10.1080/23802014.2016.1252687

Cited by 10 publications

(5 citation statements)

References 7 publications

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“…Many countries have good policies in place; however, they are not implemented. Black and De Matos-ala (2016) argue that "a stubborn gap persists between aspiration and implementation". This has resulted in poor resource allocation for educating the disabled children with disabilities (Male & Wodon, 2017).…”

Section: Policy and System Factorsmentioning

confidence: 99%

Interventions to reduce the exclusion of children with disabilities from education: A Zimbabwean perspective from the field

Dube

Ncube

Mapuvire³

et al. 2021

Cogent Social Sciences

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Access to education is a fundamental human right. However, children with disabilities in most African countries (including Zimbabwe) are often excluded and marginalized. They persistently face barriers to the enjoyment of their basic human rights and inclusion in education. This paper sought to examine some interventions being employed by stakeholders to enhance the inclusion of children with disabilities in schools. The study covered five districts in Zimbabwe using a mixed-methods design. Study findings revealed that in most communities, definitions and interpretations of disability reflected various myths, fears, suspicions and misconceptions. Consequently, negative attitudes and stereotypes towards people with disabilities hinder their access to quality education. Children with disabilities were supported by central government and non-governmental organisations in accessing education. Current support mechanisms included construction of infrastructure, provision of assistive devices, provision of innovative boarding facilities, payment of school fees, psychosocial and medical related support. We

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Section: Policy and System Factorsmentioning

confidence: 99%

Interventions to reduce the exclusion of children with disabilities from education: A Zimbabwean perspective from the field

Dube

Ncube

Mapuvire³

et al. 2021

Cogent Social Sciences

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“…The amendment to the Social Assistance Act (2004) in post-apartheid South Africa was to allow for the expansion of providing social and disability grants. However, critical questions were raised regarding eligibility for grants and how these definitions and eligibility criteria would be suited to poor, marginalised communities where unemployment rates exceeded 40% (Black & de Matos-Ala, 2016). Early studies indicated that administrative challenges such as staffing, provision of documents and misinformation were barriers to grant receipt.…”

Section: Disability Grantsmentioning

confidence: 99%

“…Major gains were made in the areas of constitutional recognition, self-representation and advances in mainstreaming of disability issues, with significant changes noted in the period 1994-2004. However, these gains have lost momentum and disabled people continue to face disadvantages in society (Black & de Matos-Ala, 2016). South Africa developed a National Disability Policy in 2010, which was ratified by the UNCRPD.…”

Section: Rights Of Persons With Disabilitiesmentioning

confidence: 99%

“…The White Paper on the Rights of Persons with Disabilities (2015) does not have specific budgetary provisions to implement its objectives. Similarly, the appointment process for the Presidential Working Group has been criticised for its lack of transparency and appropriateness (Black & de Matos-Ala, 2016). Thus, it is clear that these policies do not have the plans or resources for implementation and effective execution.…”

Section: Rights Of Persons With Disabilitiesmentioning

confidence: 99%

“…There are government funded special needs schools for learners with more severe disabilities or learners who require specialised accommodation for their education (Black & de Matos-Ala, 2016). However, disability legislation and policies, inadequate professional teacher development, unequal and limited access to resources and services, and the criteria issued for identification of special needs education have a direct impact on access to education for students with disabilities (Kiru & Cooc, 2018).…”

Section: Education Policiesmentioning

confidence: 99%

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Social Justice and Education in the 21st Century

Miller¹

2021

Diversity and Inclusion Research

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Outline of an Alternative Research Agenda on Disability Justice

Onazi

2019

Ius Gentium: Comparative Perspectives on Law and Justice

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Building a more inclusive South Africa: progress and pitfalls in disability rights and inclusion

Cited by 10 publications

References 7 publications

Interventions to reduce the exclusion of children with disabilities from education: A Zimbabwean perspective from the field

Interventions to reduce the exclusion of children with disabilities from education: A Zimbabwean perspective from the field

Social Justice and Education in the 21st Century

Outline of an Alternative Research Agenda on Disability Justice

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