Putting Inclusive Education into context (HED4810)
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University Of South Africa (Unisa)
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Inclusive Education: Global Issues and Controversies
Well-structured HED4810 Assignment 2 (ANSWERS) 2024 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!)..... Question 1:
Why does exclusion persist despite the adoption of inclusive education?
Explore the above question by writing an in-depth analysis of the following:
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Putting Inclusive Education into context (HED4810)
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HED4810
Assignment 2 2024
Unique Number: 871044
Due Date: 2024
QUESTION 1 (2 ANSWERS PROVIDED)
INTRODUCTION
Inclusive education, the practice of including all students, irrespective of their abilities or
disabilities, cultural backgrounds, and socio-economic status, is a concept that many
educational systems worldwide strive to implement. South Africa, a nation with a complex
history of apartheid and social inequality, has made significant strides post-1994 to embrace
inclusive education policies. Despite these efforts, exclusion persists within South African
schools. This essay examines the reasons behind this persistence of exclusion by exploring
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dimensions of power, equity, inclusion, and social difference. Additionally, it assesses
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QUESTION 1 (2 ANSWERS PROVIDED)
INTRODUCTION
Inclusive education, the practice of including all students, irrespective of their abilities or
disabilities, cultural backgrounds, and socio-economic status, is a concept that many
educational systems worldwide strive to implement. South Africa, a nation with a complex history
of apartheid and social inequality, has made significant strides post-1994 to embrace inclusive
education policies. Despite these efforts, exclusion persists within South African schools. This
essay examines the reasons behind this persistence of exclusion by exploring various
dimensions of power, equity, inclusion, and social difference. Additionally, it assesses whether
teachers possess the necessary skills, knowledge, and attitudes to implement inclusive
education effectively and offers practical suggestions for overcoming barriers to its
implementation.
EXPERIENCES OF POWER, EQUITY, INCLUSION, AND SOCIAL DIFFERENCE
Growing up in South Africa, my understanding of inclusive education has been profoundly
shaped by personal experiences of power dynamics, equity struggles, social inclusion, and the
persistent social differences rooted in the legacy of apartheid. The country's history of racial
segregation created layers of systemic inequalities that permeate every aspect of society,
including the education system.
Power Dynamics
Power dynamics within South African schools can often lead to exclusion. The remnants of
apartheid-era power structures continue to influence educational institutions, often manifesting
in the unequal distribution of resources. For instance, historically white schools, which were
advantaged under apartheid, continue to benefit from better infrastructure and educational
materials compared to schools in predominantly black or colored communities (Spaull, 2013).
This disparity in resource allocation reflects the power imbalance that perpetuates exclusion. My
experiences attending a relatively well-resourced school highlighted the stark contrast when
visiting under-resourced schools, emphasizing how power dynamics can create educational
inequities.
Equity Issues
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