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Student support in higher education (HE) is a matter that has received, and is still receiving, rigorous attention in the research environment. HE faces challenges related to the throughput rates nationally and internationally and, as a result of that, most African countries have prioritised support in HE institutions, particularly universities. Amongst the groups of students targeted to receive student support are the marginalised students,¹ particularly students with visual impairments (SWVI). Developed countries have tirelessly attempted to ensure that SWVI are supported through aggressive policy positions and technological interventions. This chapter seeks to provide insights on the support programmes for SWVI in HE institutions in Africa. The chapter follows a qualitative approach and uses the social justice theory (Rawls, 1971) as a conceptual lens. Drawing on this theory, it can be argued that the support programmes and services provided to SWVI in Africa limit their participation in HE and constrain effective learning and, ultimately, perpetuate social injustice.

We are all a part of the structures and struggles of a wider society, the impact of which is also felt at the classroom level which creates its own society. Classrooms are guided by the invaluable contribution of teachers who play a key role in imbibing inclusivity, compassion, and social justice in the classroom atmosphere. The teachers ensure that the classrooms are spaces in which every learner feels wanted and included. An inclusive classroom has huge positive impact on learner where every child, regardless of their background, benefits from the learning process. Inclusiveness is far from being mere rhetoric and achieving an equitable opportunity for all is a challenge. Tools, frameworks, and standardized procedures have been formulated with an effort to minimize learning barriers and create a genuine inclusive environment. Sustainable Development Goal 4 on education advocates inclusive and equitable quality education and lifelong learning opportunities for all in every part of the world by 2030. It emphasizes inclusion and equity as the foundations for quality education and learning. This chapter explores the meaning of inclusiveness and multiculturalism in a classroom context and further explores strategies that have been adopted toward formulating an all-inclusive classroom. In this volume, authors have written about inclusion and equity in and through education systems and programs. Through case studies and narratives, they have described steps undertaken in different parts of the world to prevent and address all forms of exclusion and marginalization, disparity, and inequality in educational access. The chapters will serve as a resource for educationists and practitioners and contribute toward inclusive education.