Reimagining Inclusive Education for Learners With Undiagnosed Learning Difficulties Through Ubuntu and Policy Reform

Abstract

Inclusive education is recognised as a fundamental human right, yet many learners with undiagnosed learning difficulties experience systemic failures that leave them invisible in mainstream classrooms. Support is often dependent on formal diagnoses, which undermines the transformative potential of inclusion. This chapter examines this diagnostic dependency and advocates for a relational, community-driven approach grounded in Ubuntu philosophy and resilience theory. By analysing South African education policies like the Constitution, the South African Schools Act, and White Paper 6, it identifies the conceptual and structural barriers that perpetuate exclusion. The chapter calls for reforms in policy and teacher education to transcend mere compliance, promoting culturally relevant frameworks and flexible teaching methods. Ultimately, it redefines inclusive education as an ethical imperative of Ubuntu, envisioning schools as spaces where every learner is recognised, supported, and valued.