ABSTRACT
This chapter argues that although there are many school-level and cultural barriers to inclusion, the major factor hindering the implementation of inclusive policy is the lack of clarity in policy. It is not clear whether this ambiguity is intentional, but it has undoubtedly led to inaction by the stakeholders involved. The chapter supports a top-down theoretical approach to policy implementation and also argues that the primary means by which the divide between inclusive policy and practice ultimately will be closed is through the clarification of specifically how the relevant goals can be met, with parallel enforcement of policy by the South African Department of Education. Inclusive policies are of little meaning and use unless they are implemented and enforced. As a top-down theoretical orientation to policy implementation suggests, progress can be made with inclusive policy in South Africa if procedures are clarified, directives are given, and the appropriate authorities assume responsibility and control for its implementation.
