Teaching learners with autism in the South African inclusive classroom: Pedagogic strategies and possibilities.

Background: Although inclusive education is widely discussed, its implementation has not, arguably, been far-reaching. There remains a lack of specific, targeted approaches towards fully including learners with physical and mental impairments in the educational space.

Objectives: This study investigated the extent of the inclusion of learners with autism spectrum disorder (ASD) in three schools in Johannesburg.

Working Online During COVID-19: Accounts of First Year Students Experiences and Well-Being.

The sudden move to online learning due to the COVID-19 pandemic has created an influx of epistemological, psycho-social, emotional and financial challenges for first year students. Lecturers and academics had to find creative and sustainable ways of ensuring that all students were epistemologically included. New policies and practices were introduced rapidly at universities to facilitate the unavoidable move to online learning.

Education of students with intellectual disabilities at Technical Vocational Education and Training institutions in Botswana: Inclusion or exclusion?

Background: Despite a commitment to achieving inclusion for all by the Botswana government, the enrolment of students with disabilities in Botswana's Technical and Vocational Education and Training (TVET) institutions is still fraught with confusion as reflected by its practice and implementation. Exclusionary rather than inclusive practices remain prevalent.

Objective: This study explores students with mild intellectual disabilities' experiences of inclusion or exclusion in TVET institutions using key concepts of the Capability Approach.