Overview

Inclusive education is critical for building equitable societies where every learner, regardless of ability, identity, or background, can access quality learning experiences. Ensuring that educational environments fully accommodate diversity fosters cohesion, combats discrimination, and empowers individuals to contribute meaningfully to economic and social development. In the African context, addressing inclusion through lenses of decolonization, Indigeneity, and social justice is especially important for creating education systems that reflect the lived realities and aspirations of all students. True educational inclusion demands structural transformation, not superficial adjustments, to ensure that all children thrive and are prepared to shape the future of their communities and countries. Universal Access to Inclusive Education: African Perspectives critically examines universal access to inclusive education through an African perspective, emphasizing the need for structural changes that embrace diversity across class, gender, (dis)ability, language, and culture. It explores how curriculum design, school environments, community knowledge, and decolonization efforts can create meaningful, equitable learning opportunities for all children. Covering topics such as academic development, education policy, and parental involvement, this book is an excellent resource for educators, policymakers, administrators, researchers, academicians, and more.

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Mbulaheni Obert Maguvhe is a special educationist who professes in inclusive education. What makes him a researcher is not only his advanced education with training in rigorous research, but also his involvement in some book chapters, community engagement projects (most interestingly on the education of children in schools for the visually impaired), and many articles published in peer-reviewed journals of standing, such as the century-old Journal of Visual Impairment and Blindness. Professor Maguvhe writes on various topics, the common focus of which is the empowerment of learners with disabilities, particularly those with visual impairment (including the Deaf-blind). He has published numerous articles on community-based rehabilitation (CBR) and the empowerment of learners with visual impairment, augmentative and alternative communication (AAC) systems, the teaching of science to learners with visual impairment, inclusive education (IE), orientation and mobility for blind and partially sighted persons, curriculum adaptation for learners with visual impairment, adult education and training (AET), and the adaptation of examination materials for learners with sensory impairments. The spectrum of his research interests is broad, yet focused on the empowerment of learners with visual impairment through unhindered access to education and training. In his latest book, Professor Maguvhe devotes a chapter to university access for students with disabilities in addition to the areas mentioned above. These academic and practical initiatives make him a researcher of note, particularly in sub-Saharan Africa where most educated persons with visual impairment do not engage in research because of the considerable M.O. Maguvhe (2015) Inclusive education: a transformation and human rights agenda under spotlight in South Africa: African journal of disability vol 4(1, art./183, 7 pages.

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