Inclusion and the Deaf child in South African education

In this article we examine the concept of Inclusive Education, and show how the interpretation of this concept might be problematic when applied to Deaf learners. We present international and national policy statements on Inclusive Education and show how these policies cannot be applied in a straightforward way in the education of Deaf learners. We claim that the barrier to inclusion in education for the Deaf is crucially a matter of language, and not of physical disability. We suggest ways in which the educational needs of Deaf learners can be most efficiently, equitably and cost-effectively met in South African Sign Language (SASL) centres. We argue that using SASL as a medium of instruction in these educational centres is the most effective way of removing barriers to learning for the Deaf and enabling them to function fully through using a language to which they have full access.