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Pearl’s Assignment INC37011.1Dudley-Marling and Gurn (2010:4) 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?
According to the medical model of disability, learners in ordinary schools who are
regarded as 'outside the boundaries of normal' are those with disabilities or impairments
that are perceived as deviations from the typical or expected range of functioning. In this
model, disability is primarily seen as an individual's physical or mental condition that
needs to be diagnosed, treated, or cured.
The medical model justifies its view of such learners by focusing on the impairment or
condition itself and its effects on the individual's ability to function in society. It
emphasizes the idea that the disability is inherent to the individual and that the
responsibility for addressing the challenges associated with the disability lies primarily
with the individual.
This model often relies on medical professionals and experts who diagnose and assess
individuals based on their impairments, medical conditions, or differences from the
norm. It views disability as a problem to be fixed or minimized through medical
interventions, rehabilitation, or other forms of treatment. The emphasis is placed on
making the individual fit into the existing societal norms and structures rather than
challenging or changing those norms to be more inclusive and accommodating.
The medical model of disability has been criticized for its narrow focus on the individual
and its failure to consider the social and environmental factors that can contribute to
disability. It tends to pathologize and stigmatize individuals with disabilities, reinforcing
negative stereotypes and limiting their opportunities for full participation and inclusion in
society.
I apologize for the confusion. Based on the general understanding of the medical model
of disability, I can provide a response to your questions.
1.1.2 The consequences of being regarded as 'outside the boundaries of normal' for
learners with disabilities in normal and full-service schools can be significant. Some of
the consequences include:
,a) Stigmatization and social exclusion: Learners who are perceived as different or
outside the norm may experience stigmatization, bullying, and social isolation. They may
face negative attitudes and stereotypes from their peers, teachers, and even the broader
community.
b) Limited educational opportunities: The medical model often focuses on remediation or
"fixing" the disability rather than accommodating and supporting the learner's diverse
needs. As a result, learners with disabilities may not receive the necessary
accommodations, resources, or specialized support to fully participate and succeed in
their education. They may face barriers to accessing the curriculum and may be placed
in separate or segregated settings.
c) Lowered expectations and academic achievement: Negative perceptions and low
expectations from teachers and others can negatively impact learners' self-esteem and
motivation. It can result in lowered academic expectations, limited opportunities for
challenging learning experiences, and reduced educational outcomes for learners with
disabilities.
d) Lack of inclusion and participation: Learners who are seen as outside the norm may
be excluded from mainstream classrooms, extracurricular activities, and social events.
This can lead to feelings of isolation and a lack of opportunities for social interaction,
peer learning, and building relationships with classmates.
e) Emotional and psychological impact: The consequences of being regarded as outside
the boundaries of normal can have a profound emotional and psychological impact on
learners. They may experience feelings of shame, frustration, and a loss of self-worth.
This can lead to anxiety, depression, and other mental health challenges.
It is important to note that these consequences arise from the medical model's emphasis
on individual deficits and the failure to address the social and environmental barriers that
hinder the full inclusion and participation of learners with disabilities. Alternative models,
such as the social model of disability, prioritize creating inclusive and supportive
environments that value diversity and remove barriers to participation.
Question 2
2.1The 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.
, The principle that "every learner has the right to access to education" is a fundamental
tenet of the critical theory of inclusive education. It emphasizes the notion that all
learners, including those with disabilities, should have equal opportunities to access and
participate in quality education. In the context of South Africa or any country, this
principle holds great importance in promoting inclusive education for learners with
disabilities. Let's discuss this principle and its implications.
1. Equal Opportunities: The principle recognizes that learners with disabilities should not
be excluded or segregated based on their disabilities. It asserts that they should have
the same rights and opportunities as their peers without disabilities to access education
in mainstream schools. In South Africa or any country, this principle supports the idea of
inclusive education, where learners with disabilities are educated alongside their non-
disabled peers.
2. Non-Discrimination: The principle of access to education for learners with disabilities
aligns with the principles of non-discrimination and equality. It acknowledges that
learners with disabilities should not face any form of discrimination in educational
settings. In South Africa, this principle supports the constitutional rights and anti-
discrimination laws that protect individuals with disabilities from being denied
educational opportunities based on their disabilities.
3. Quality Education: The principle of access to education highlights the importance of
providing quality education for learners with disabilities. It emphasizes that their
education should be inclusive, holistic, and aligned with national educational standards.
In South Africa, this principle reinforces the need to ensure that learners with disabilities
receive appropriate support, accommodations, and specialized services to enable them
to fully participate and succeed in their education.
4. Reasonable Accommodations: The principle recognizes that learners with disabilities
may require reasonable accommodations and support to access education on an equal
basis. This includes modifications to the learning environment, teaching methods,
curriculum, and assessment practices to meet the diverse needs of learners with
disabilities. In South Africa, this principle aligns with legislative frameworks, such as the
South African Schools Act and the Policy on Screening, Identification, Assessment, and
Support (SIAS), which aim to provide reasonable accommodations for learners with
disabilities.
5. Inclusive Society: The principle of access to education reflects a broader vision of
creating an inclusive society that values diversity and promotes social justice. It
recognizes that education plays a crucial role in empowering individuals with disabilities,
promoting their social inclusion, and breaking down barriers. In South Africa, this
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