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ETH302S: 12 Marked Assignments above 90%
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This includes 12 long and short questions assignments with marks averaging 95-98% with a few 100% papers. Perfect for your upcoming exam
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Table of ContentsMarked assignment 1 2
Marked Assignment 2 9
Marked Assignment 3 17
Marked assignment 4 23
Marked Assignment 5 32
Marked Assignment 7 41
Marked Assignment 8 47
Marked Assignment 9 57
Marked Assignment 10 63
Marked assignments 11 72
Marked Assignments 12 77
,Name: Zainub Bibi Hoosain Module: ETH302S Assignment no: 798481 Student No: 45594686
Question 1 – Definitions
1.1 Inclusive education - Inclusive education is an education framework that ensures access to
education for all learners, regardless of their differences in culture, race, language,
abilities, gender and socio-economic status. Inclusive education promotes equal
participation of and non-discrimination against all learners the learning process,
irrespective of their abilities, within a single, seamless education and training system and a
continuum of learning contexts and resources according to needs.
1.2 Integration - This relies heavily on social and political discourse. It focuses on the
democratic right of every child to public education, and creates a setting where every
single child is an integral part of the program. This means that modifications are made to
suite the need for every single child. The goal of integration is to ensure that learners with
disabilities are assigned equal membership in the community. It aims to maximise the
social interactions between the disabled and nondisabled.
1.3 Mainstreaming - This means to bring a child with a disability into the mainstream of
society. It ensures that children with disabilities have the opportunity to participate in
activities and educational experiences with children who have no disabilities. The goal of
the mainstreaming is to return learners with disabilities to the mainstream of education as
much as possible, alongside normally developing peers.
1.4 Individual support plan - Individual Education Support Plans (IESP) may be drawn up for
learners requiring additional learning support. The program or plan should be flexible to
allow the specific and specialised needs of the learner to be met. The program is usually
structured once a scholastic assessment has been done and the program is planned to
support the learner in areas where the learner experiences difficulty with certain scholastic
skills.
1.5 Medical model of disability - Medical model is ultimately a model of diagnosis and
treatment; it is highly focused on pathology, sickness, the nature and etiology of the
presenting problem and dealing with the specific pathology in a centered way. It finds out
what is wrong and cures it.
1.6 Normalisation - This is making available to all handicapped people patterns of life and
conditions of everyday living which are as close as possible to the regular circumstances
and ways of life of society. His means that people with handicaps have the right to a
normal daily routine, which involves normal school and home circumstances, normal
respect from others, normal economic and environmental standards and so on.
1.7 Curriculum differentiation – is defined as an inclusive education practice that recognizes
the uniqueness of each learners learning style and learning needs irrespective of the child’s
abilities. UNESCO (2004) views curriculum differentiation as the process of modifying or
adapting the curriculum based on the different ability levels of the learners in one class to
ensure that none of the learners are excluded from learning and participation during class
activities. This implies that teachers modify their teaching methods and strategies,
teaching and learning resources, assessment methods, learning activities and learners’
products to provide learning opportunities for each learner in the classroom and to meet
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,Name: Zainub Bibi Hoosain Module: ETH302S Assignment no: 798481 Student No: 45594686
their learners’ diverse learning needs in order to facilitate their success.
Question 2
2.1 Four (4) principles of Inclusive education as reflected in Education White Paper 6
Acknowledging that all children and youth can learn and that all children and youth
need support.
Accepting and respecting that all learners are different in some way and have
different learning needs which are equally valued and an ordinary part of our human
experience.
Creating enabling education structures, systems and learning methodologies to meet
the needs of all learners.
Acknowledging and respecting differences in learners, whether due to age, gender,
ethnicity, language, class, and disability or HIV status.
Inclusive education is broader than formal schooling and acknowledges that learning
also occurs in the home and community, and within formal and informal modes and
structures.
Changing attitudes, behaviour, teaching methodologies, curricula and the
environment to meet the needs of all learners.
Maximising the participation of all learners in the culture and the curricula of
educational institutions and uncovering and minimising barriers to learning.
Empowering learners by developing their individual strengths and enabling them to
participate critically in the process of learning.
2.2 Difference between medical and social view of disability
The medical model of disability is overly concerned with diagnosis and treatment. In
education, those who are different are targets for “remediation” (they must be fixed) as
their differentness is regarded as the problem. It is overly dependent on specialists. In
other words this model is used mainly in medical sectors. Its focus is to:
Find out what is wrong with the child and cure it
Focus is on Diagnosis –ADHD, Intellectual disability, Cerebral palsy, Down syndrome
etcetera.
Determine school placements such as special schools
The social model of disability is a paradigm that considers how person factors
(impairment) interact with the environment to cause disabilities. Its focus is that:
Learning problems are not only a result of something wrong with the child.
Social, economic and political practices are contributing to the child experiencing
learning difficulties to learning. Other contributing factors are the following:
attitudes of others
lack of proper resources
lack of access to services
Inflexible curriculum
lack of proper teacher training
the system and society can also create the barriers to learning
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, Name: Zainub Bibi Hoosain Module: ETH302S Assignment no: 798481 Student No: 45594686
Therefore, changing the whole system or environment will ensure that all learners
including those who experience barriers to learning participate in the learning process.
2.3 Negative attitude towards differences as a barrier to learning
Lack of parental recognition and involvement in learning, teaching and support. The
active involvement of parents and the broader community in the teaching and
learning process is central to effective learning and development. Where parents
are not giving this recognition on where their participation is not facilitated and
encouraged, effective learning is threatened and hindered.
Language of teaching, learning and communication. When teaching takes place
through a language which is not a learner’s first language, it places the learner at a
disadvantage and contributes to learning breakdown.
Negative attitudes to and stereotyping of difference. Sometimes negative attitudes
and labeling results from fear and a lack of awareness about the particular needs of
learners or the potential barriers which they may face.
Socio-economic factors such as poverty or violence Poverty stricken communities
are also poorly resourced communities which are frequently characterised by
limited education facilities large classes with a high pupil/teacher ratio and
inadequate teaching and learning materials.
Barriers arising from impairments, including physical, cognitive, sensory,
developmental and learning impairments that need specific support-for most
learners with disabilities, learning breakdown and exclusion occurs when their
particular learning needs are not met as a results or prevent effective learning
environment or broader society which handicap the learners and prevent effective
learning from taking place.
2.4 Difference between inclusion and mainstreaming
Mainstreaming is about getting learners to ‘fit into’ a particular kind of system or
integrating them into existing system.
Inclusion is about recognising and respecting the differences among all learners and
building on the similarities.
Mainstreaming is about giving some learners extra support so that they can ‘fit in’
or be integrated into the ‘normal’ classroom routine. Learners are assessed by
specialists who diagnose and prescribe technical interventions, such as the
placement of learners in programmes.
Inclusion is about supporting all learners, educators and the system as a whole so
that the full range of learning needs can be met. The focus is on teaching and
learning actors, with the emphasis on the development of good teaching strategies
that will be of benefit to all
Learners’.
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