Implementation of the inclusive education paradigm shift in South African education support services

Abstract

The success of the implementation of inclusive education will greatly depend on the quality and transformation of education support services (ESS). This article explores the philosophical origins of inclusive education and how these impact on education support services. It is suggested that support services in Af rica are struggling to change their paradigms and mostly operate within an (outdated) exclusive, placement paradigm with a Eurocentric focus. The relevant debate about is included as one aspect of the transformation process needed in support services : the author prefers to call it the South Africanization of education support services. The article concludes with various concrete suggestions of paradigm shifts that (staff in) education support services will have to make in order to align service delivery with inclusive education.