Re-imagining education rights: Inclusive framework for neurodivergent learners in South Africa

Abstract

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.