Inclusive Education in Developing Countries in the Sub Saharan Africa: From Theory to Practice.

Abstract

The various policy documents that have emerged over time stressed the principles of human rights, social justice, quality education for all, the right to a basic education; equality of opportunity, and re-address of past educational inequalities. This paper gives the background of inclusion and further tries to motivate and suggest how developing countries can move from theory to practice. It looks at inclusive education and its demands, the position of regular schools, a discussion on constraints experienced by developing countries in relation to the demands of inclusion, implications for integration and special schools as well as teacher training.