INC3701 - Department of Inclusive Education

Assignment Task

Question 1

1.1 Dudley-Marling and Gurn in their book ‘The Myth of the Normal Curve’, contend that ‘to be considered outside the boundaries of normal has consequences.

1.1.1 According to the medical model of disability, which learners in ordinary schools are regarded as ‘outside the boundaries of normal’ and how does this model justify the view that it holds of such learners? 

1.1.2 Discuss the consequences of being regarded as ‘outside the boundaries of normal’ referred to in 1.1, in reference to learners who are in such a predicament in normal and full-service schools. 

Question 2

2.1 The critical theory of inclusive education is underpinned by five key principles. Critically discuss the principle ‘every learner has the right to access to education’, in reference to the inclusion of learners with disabilities in the provision of quality education in South Africa or any country of your choice. 

2.2 Discuss, giving practical examples, how you would implement the following two principles of critical theory in your inclusive classroom:

2.2.1 Challenge social injustices and inequalities 

2.2.2 Promote peace by striving to eliminate isolation, labelling, bullying and discrimination in class 

Question 3

3.1 You are teaching a Grade 5 inclusive class with 35 learners. How would you incorporate the following two principles of social constructivism in your lesson planning to ensure effective teaching that benefits all your learners?

3.1.1 Culture and context influence learning

3.1.2 Learners construct knowledge from their experiences 

Question 4

4.1 Discuss the following two elements of ubuntu in relation to inclusive educational practices and cultures:

• Ubuntu values interdependence and dependence – It takes a village to raise a child – requiring support, cooperation, and solidarity within the community.

• Ubuntu promotes a spirit of interconnectedness; social cohesion; respect and dignity; collectivism and solidarity; communal enterprise and legitimate leadership.

4.2 In the spirit of ubuntu, how would you promote social cohesion and interdependence in your inclusive classroom? (5) N.B. Read about inclusive educational practices and inclusive cultures in Hall, R. 2002. Implementing inclusive educational practices through partnerships. Available under the e-reserves for this module.

Question 5

5.1 Discuss any five strategies for promoting human rights in an inclusive education setting. Give at least two practical examples.

5.2 Critically discuss the implementation of the ‘Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System (Department of Education 2001)’, in South Africa, specifically pointing out the successes and failures thereof. 

5.3 Explain how ‘The International Convention on the Rights of Persons with Disabilities’ aims to promote the social model of disability with particular attention to the role that mainstream and full-service schools can play in this regard. 

5.4 The importance of partnerships and collaborations to ensure successful implementation of inclusive education cannot be over-emphasised. In view of the role of inclusive education in nation building, explain five ways of advancing the culture of social cohesion and democracy in schools.

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