Examine how school culture, curriculum, language and physical environments influence participation. Compare approaches to inclusion in South Africa and Zimbabwe, using disability rights and learners’ experiences to question deficit-based assumptions. Distinguish policy commitments from the support available in a particular setting.

Learning outcomes

  • Compare different explanations of exclusion and their practical consequences.
  • Analyse participation barriers without reducing learners to diagnostic labels.
  • Evaluate a school policy against its inclusion commitments.
  • Prioritise feasible changes using evidence and learner perspectives.

Main topics

  • Models of disability and barriers to participation
  • Equity, belonging and learner voice
  • Southern African educational contexts
  • Inclusive education policy and implementation
  • School culture and resource allocation
  • Reflective professional practice

Practical task

Audit a fictional school with a multilingual intake, limited learning materials and inaccessible facilities. Produce a barrier map, a policy-gap analysis and a phased improvement brief with responsibilities and review dates.

Assessment

Submit the audit and an individual policy commentary. Assessment considers critical reasoning, contextual accuracy, respectful representation and the justification of priorities.