Abstract:
The tenets of an Afrocentric approach to inclusive education are not lim-
ited to the demands of “what is learnt, by whom, and how quickly it is
learnt, to consider questions of how the knowledge being disseminated is
structured and applied particular to diverse and inclusive classrooms” (van
Wyk 2014, p. 292). More so, inclusive education is the kind of education
that strives to create a conducive environment free from barriers of learn-
ing and coupled with availability of relevant and appropriate resources that
support the inclusion of those with disabilities in the teaching and learning
process (Ntombana and Mokotso 2018). This view is reiterated by Ackah-
Jnr (2020, p. 171) who posits that, “having knowledge, skills and positive
6 AN AFRICAN PERSPECTIVE ON INCLUSIVE EDUCATION CONTENT…
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attitudes towards inclusive education has been conceptualised as an indica-
tion of preparedness for inclusive practice.”
