• True inclusion means active participation, leadership, and voice—not just physical presence.
• To truly embrace the principle of “leaving no one behind,” we must begin with those who have been left behind the longest—children with disabilities.
• Legal frameworks like the Children’s Act and international evidence (OECD, UNICEF) affirm that inclusive systems benefit all of society, not just children with disabilities.

Children with disabilities continue to be among the most marginalised and excluded, according to UNICEF (2022). This is largely due to legislative gaps, physical inaccessibility, and persistent social stigma. These children are often overlooked in activities designed for “all” children and remain invisible during planning processes. However, true inclusion is a fundamental right—not a choice.

At the recent Africa Children’s Summit held in Gauteng, a promising shift emerged. Children with disabilities were purposefully included—not just as attendees, but as active participants. They were present, cared for, and boldly advocated for their rights and needs. Their participation was not symbolic; delegates with disabilities presented their own resolutions, powerfully affirming that inclusion means more than just physical presence—it demands leadership, agency, and voice.

Careful steps were taken to guarantee their engagement, comfort, and safety. Deaf youngsters could effectively communicate thanks to the availability of sign language interpreters who could accommodate different dialects. A quiet room was provided for children on the autism spectrum as a secure area for those who needed relief from sensory overload. Importantly, the summit was held in venues that were all accessible to people with disabilities—reaffirming the principle that inclusive environments must become the norm, not the exception.
It was a potent reminder that when we build with everyone in mind, we defend the rights, dignity, and voices of all children—not just some.

The exclusion of children with disabilities has deeply personal and generational consequences. It denies them the opportunity to grow, learn, and realise their full potential. Moreover, isolation makes them more vulnerable to exploitation, abuse, and neglect—particularly when they are disconnected from essential services, schools, and community support.

The Children’s Act 38 of 2005, specifically Section 11, underscores the importance of advancing care and protection for all children, with a specific focus on children with disabilities. It mandates the provision of necessary services and support to create inclusive environments where these children are not only protected but empowered to thrive.

When children with disabilities are excluded, society loses their potential contributions—reinforcing cycles of poverty and dependency. It also diminishes the social fabric, robbing communities of the richness that diversity brings. As the OECD (2022) notes, inclusive systems not only improve outcomes for children with disabilities but also strengthen social cohesion and foster economic development.

From classrooms to playgrounds, policy spaces to public events, inclusion is about building equitable systems where every child has access to opportunities, regardless of ability. It is not an act of charity or a token gesture.

To truly embrace the principle of “leaving no one behind,” we must begin with those who have been left behind the longest—children with disabilities.