ABSTRACT
In this chapter, I explore inclusive education practices in postcolonial geographic milieu. Through a critical review of literature utilising a cause-effect lens, I seek to reveal which came first between inclusive and special education in the global North. Studies have shown correlation in practice between both fields of inquiry, establishing evidence of oppression against disabled people. For the global South, neocolonialism is an existential threat. The imperative of critical disability studies is to question the notion of essentialism, which reinforces oppression of disabled people. This chapter advocates promoting inclusive school practices in the global South. First, it centres perspectives of disabled people from the global South on inclusive practices. Second, it provides concrete steps to avert replicating similar pitfalls from the global North. And lastly, it provides suggestions on how to model inclusive practices within the African context of the global South.
