ISaR Projekt

Since the realization of fundamental rights in practice presents an alarming challenge, this thesis aims at providing an educational-judicial perspective on inclusive education by means of a literature and comparative school law study between South Africa, the United States of America and the United Kingdom in order to establish whether these challenges can be met in South Africa.

All chapters are organized into sections to enable thematic clustering of information on various legislative provisions, court interpretations, learner diversity, expectations, as well as on practical implications. Each chapter is preceded by a brief introduction, followed by a coherence of different views on inclusion, threaded with rich comments on inclusive education and pursued by a brief summary. Throughout the text, various sections are cross-referenced to alert the reader that a particular concept is discussed elsewhere.

(Source: Abstract)