Reconceptualising Disabilities and Inclusivity for the Postdigital Era: Recommendations to Educational Leaders

Abstract

Inclusive education is pivotal to sustainable development in different parts of the world. This perhaps accounts for its inclusion in the Sustainable Development Goals (SDGs) in SDG4, which targets inclusive education. Meanwhile, inclusive education has predominantly dimensioned physically challenged or impaired learners. However, with the outbreak of the COVID-19 pandemic and the sudden transition to online teaching and learning, the quest for a different dimension of inclusive education, especially with regard to technology, is on the increase. This paper investigates how inclusive education is presented in scholarly published articles in the South African context. Five phases of a scoping review, namely, identification, finding/searching, choosing, extraction/charting and collation, were adapted for the review. From a search using the terms “inclusive” AND “distance” AND “education” AND “disability” AND “South Africa”, a corpus of 73 scholarly published articles was identified. Using different selection criteria, such as specific context of the review, 55 articles were deleted. Thus, a final corpus of 18 articles was analysed. From the reviewed relevant literature, themes were generated after retrieved information had been coded and categorised. The review indicated that the focus on inclusive education in the South African context is directed towards physically impaired or challenged persons. The paper recommends that in the context of distance education and with the sudden transition to online teaching and learning, lack of access to technology such as computers and Wi-Fi, among others, can constitute a technological disability. Thus, inclusive education in the dimension of technological disability should be explored to enable the leadership of education systems in providing the required assistance.