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Erschienen in:

2019 | OriginalPaper | Buchkapitel

10. Access to Education for Children with Severe to Profound Intellectual Disability in South Africa: The Potential and Limits of Social Action

verfasst von : Tessa Wood, Fatima Essop, Brian Watermeyer, Judith McKenzie

Erschienen in: The Palgrave Handbook of Disability and Citizenship in the Global South

Verlag: Springer International Publishing

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Abstract

The question of education for children with severe to profound intellectual disability (ID) is an important one if we wish to consider the scope of citizenship issues for disabled people in the Global South. In this chapter, we present a case study of activism around questions of access to education for this excluded group. The work took place in South Africa with its complex political history but with a contemporary policy commitment to inclusion. We note the challenges and the successes and failures of this engagement, and we suggest that in this context, as elsewhere, the role of civil society organisations in upholding the rights of disabled people should not diminish over time.

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Vorheriges Kapitel In and Out of the Mainstream: Disability, Education and Employment in African Contexts

Nächstes Kapitel Engaging Disability and Religion in the Global South

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Titel: Access to Education for Children with Severe to Profound Intellectual Disability in South Africa: The Potential and Limits of Social Action
verfasst von: Tessa Wood
Fatima Essop
Brian Watermeyer
Judith McKenzie
Verlag: Springer International Publishing
Buch: The Palgrave Handbook of Disability and Citizenship in the Global South
Print ISBN: 978-3-319-74674-6

Electronic ISBN: 978-3-319-74675-3

Copyright-Jahr: 2019
DOI: https://doi.org/10.1007/978-3-319-74675-3_10