Re-imagining education rights: Inclusive framework for neurodivergent learners in South Africa
Background: Neurodiversity encompasses variations in brain function and development, influencing how individuals experience and interact with the world. While neurotypical individuals follow conventional neurological patterns, neurodivergent learners require tailored educational approaches. This stu...
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| Format: | Article |
| Language: | English |
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AOSIS
2025-07-01
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| Series: | South African Journal of Childhood Education |
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| Online Access: | https://sajce.co.za/index.php/sajce/article/view/1675 |
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| author | Maitumeleng A. Nthontho Shantha Naidoo |
| author_facet | Maitumeleng A. Nthontho Shantha Naidoo |
| author_sort | Maitumeleng A. Nthontho |
| collection | DOAJ |
| description | Background: Neurodiversity encompasses variations in brain function and development, influencing how individuals experience and interact with the world. While neurotypical individuals follow conventional neurological patterns, neurodivergent learners require tailored educational approaches. This study examines the right to education for neurodivergent learners in South Africa, proposing an inclusive framework to meet their specific needs.
Aim: Using the United Nations (UN) principles of availability, accessibility, acceptability and adaptability, the study explores neurodiversity within the South African education system.
Setting: A review of journal articles (2020–2025) provided insights into definitions of neurodiversity, its educational significance and South African legislative recognition.
Methods: The study employs an integrative review approach, synthesising qualitative and quantitative data to address key questions about inclusive education.
Results: Findings reveal substantial gaps in the education system, including inadequate data, inconsistent terminology, limited learner participation and resource shortages, despite legislative backing. These barriers highlight the need for systemic reform.
Conclusion: To enhance inclusivity, the study underscores the importance of comprehensive data collection, policy involvement by neurodivergent learners and adequate resources. A flexible curriculum and targeted teacher training are essential for effective policy implementation.
Contribution: Drawing on Lev Vygotsky’s social constructivism theory, the study advocates adaptable teaching methods, assessments and materials to promote equity. These measures will help improve employability and educational outcomes for neurodivergent learners. |
| format | Article |
| id | doaj-art-33f1b92f50de49d2be7f9dfbf36ced7f |
| institution | Matheson Library |
| issn | 2223-7674 2223-7682 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Childhood Education |
| spelling | doaj-art-33f1b92f50de49d2be7f9dfbf36ced7f2025-08-04T09:25:04ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822025-07-01151e1e1210.4102/sajce.v15i1.1675638Re-imagining education rights: Inclusive framework for neurodivergent learners in South AfricaMaitumeleng A. Nthontho0Shantha Naidoo1Education and Human Rights in Diversity Research Unit, Faculty of Education, North-West University, PotchefstroomEducation and Human Rights in Diversity Research Unit, Faculty of Education, North-West University, PotchefstroomBackground: Neurodiversity encompasses variations in brain function and development, influencing how individuals experience and interact with the world. While neurotypical individuals follow conventional neurological patterns, neurodivergent learners require tailored educational approaches. This study examines the right to education for neurodivergent learners in South Africa, proposing an inclusive framework to meet their specific needs. Aim: Using the United Nations (UN) principles of availability, accessibility, acceptability and adaptability, the study explores neurodiversity within the South African education system. Setting: A review of journal articles (2020–2025) provided insights into definitions of neurodiversity, its educational significance and South African legislative recognition. Methods: The study employs an integrative review approach, synthesising qualitative and quantitative data to address key questions about inclusive education. Results: Findings reveal substantial gaps in the education system, including inadequate data, inconsistent terminology, limited learner participation and resource shortages, despite legislative backing. These barriers highlight the need for systemic reform. Conclusion: To enhance inclusivity, the study underscores the importance of comprehensive data collection, policy involvement by neurodivergent learners and adequate resources. A flexible curriculum and targeted teacher training are essential for effective policy implementation. Contribution: Drawing on Lev Vygotsky’s social constructivism theory, the study advocates adaptable teaching methods, assessments and materials to promote equity. These measures will help improve employability and educational outcomes for neurodivergent learners.https://sajce.co.za/index.php/sajce/article/view/1675neurodiversityinclusive educationneurodivergent learnerseducational frameworkre-imagining educationre-conceptualising learning |
| spellingShingle | Maitumeleng A. Nthontho Shantha Naidoo Re-imagining education rights: Inclusive framework for neurodivergent learners in South Africa South African Journal of Childhood Education neurodiversity inclusive education neurodivergent learners educational framework re-imagining education re-conceptualising learning |
| title | Re-imagining education rights: Inclusive framework for neurodivergent learners in South Africa |
| title_full | Re-imagining education rights: Inclusive framework for neurodivergent learners in South Africa |
| title_fullStr | Re-imagining education rights: Inclusive framework for neurodivergent learners in South Africa |
| title_full_unstemmed | Re-imagining education rights: Inclusive framework for neurodivergent learners in South Africa |
| title_short | Re-imagining education rights: Inclusive framework for neurodivergent learners in South Africa |
| title_sort | re imagining education rights inclusive framework for neurodivergent learners in south africa |
| topic | neurodiversity inclusive education neurodivergent learners educational framework re-imagining education re-conceptualising learning |
| url | https://sajce.co.za/index.php/sajce/article/view/1675 |
| work_keys_str_mv | AT maitumelenganthontho reimaginingeducationrightsinclusiveframeworkforneurodivergentlearnersinsouthafrica AT shanthanaidoo reimaginingeducationrightsinclusiveframeworkforneurodivergentlearnersinsouthafrica |