Abstract:

This paper is a desk review about the implementation of inclusive education in Early Childhood Development (ECD) centres. South Africa is perceived as having a high rate of childhood disability. This has resulted in numerous policies being introduced in South Africa with the aim of creating equal access to education for all children regardless of their disability. Inclusive education policy was one of the policies that encouraged children’s right to supportive education contexts within their immediate communities. This was to ensure that children’s development is maximised through play-based learning, peer interaction, etc. in order to ensure that children have access to opportunities and specialist support for them to remain in school. Despite the efforts made, the number of children with disabilities who are out of school is still high. Some children with disabilities often drop out of school more than their peers without disabilities. Little is known about the factors contributing to children with disabilities being out of school. Hence, the paper intends to answer the following questions. How in inclusive education implemented in ECD centres? What are the challenges of implementing inclusive education in ECD centres? What support is provided for ECD centres to implement inclusive education? From the reviewed literature, it has been observed that despite all the efforts made when inclusive education was introduced, the challenges with how its implemented prevail. Moreover, children with disabilities continue to be marginalized and the services remain fragmented and inadequate. The paper recommends that implementing inclusive education be strengthened for ECD centres. In addition, practitioners are to be provided with the necessary support to ensure that all children regardless of their disabilities are included.

Keywords:

Disability, Early Childhood Development, Inclusive education, Peer interaction, Play-based learning, Policy, Teacher education.