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Summary INC3701 Assignment 2 2023
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Inclusive Education (Generic Module)Name :
Student number :
Subject number : INC3701
Semester :1
Unique number :
Assignment :2
Date :
Number of Pages :
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, STUDENT DECLARATION FORM
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL
STUDIESCOLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
The Department of Curriculum and Instructional Studies emphasizes integrity and ethical
behavior concerning preparing all written work submitted for academic assessment.
Although your lecturers can provide you with information about reference techniques and
guidelines to avoid plagiarism, youalso have a responsibility to fulfill this regard. Should you
feel unsure about the requirements, you must consult your lecturers before submitting any
assignment. You are guilty of plagiarism when youextract information from a book, article,
web page, or fellow student without acknowledging the source and submitting it as your
work. In truth, you are stealing someone else's property. You may not use another student's
work. You may not allow anyone to copy or use your work to submit it as their own. Students
guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism is a severe
violation of the University's regulations and may lead to expulsion. The under-mentioned
Declaration must accompany written assignments. Your assignment will be cancelled and
returnedunmarked if you do not include a fully completed and signed declaration form.
I (full names): Student number: Module: INC3701
Declare that…
1. I understand what plagiarism entails and am aware of the University's policy in this regard.
2. I declare that this assignment is my original work. Where I use someone else's work,
whether a printed source, the Internet, or any other source, I give the proper
acknowledgment and include a complete reference list.
3. I did not use another current or previous student's work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work to submit it as their work.
Signature _ Date:_ _
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,3
NB. Submission of Assignment 2
Assignment 2 is written assignment and must be completed and submitted online. Please do not zoom
your assignment script when you submit online. This makes it difficult for markers to mark your
assignment.
Always make sure that your Assignment script is in PDF format when you submit online. Word format
documents will not be marked.
Assignments sent to the lecturer’s emails will not be accepted. Please read the instructions carefully
before answering questions.
Question 1
1.1 Dudley-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? (5)
The consequences of being considered outside the boundaries of normal are significant for learners who
are in such a predicament in normal and full-service schools. From their peers, teachers, and
the educational system as a whole, such students can encounter prejudice, marginalisation, and
stigma. They might also have trouble accessing the curriculum and other learning materials, which
could impede their achievement in school and other areas of their lives. Furthermore, students who are
classified as being outside the norm may suffer from low self-worth, low self-esteem, and a negative
sense of identity, all of which can have an adverse effect on their mental health and general wellbeing.
Additionally, social exclusion, bullying, and harassment are possible for students who are perceived
to be outside the norm, which can make their difficulties in the classroom even more difficult. In addition
to perpetuating cycles of poverty and disadvantage, this can have long-term effects including fewer
prospects for work and social engagement.
In conclusion, having a reputation for being abnormal has serious repercussions for students in a
learning environment. The medical paradigm of disability must be abandoned in favour of a more
inclusive strategy that values diversity and advances equity and social justice. In order to
accomplish this, it is necessary to address the cultural and systemic issues at the root of exclusion and
marginalisation and to arm students with the tools and resources they require to realise their full
potential.
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. (5)
Limited Opportunities for Inclusion: If learners are perceived as outside the boundaries of normal,
they may face barriers to full inclusion in educational activities and programs. This can restrict their
access to resources, support services, and extracurricular opportunities that are important for their
overall development.
Academic Challenges: Being regarded as outside the boundaries of normal may result in limited
academic opportunities and support. Educators and institutions may not provide appropriate
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, accommodations, differentiated instruction, or specialized interventions that cater to the unique
needs of these learners. As a result, they may struggle academically and fall behind their peers.
Reduced Self-Efficacy and Achievement: Negative perceptions and treatment can undermine
learners' self-efficacy, belief in their abilities, and academic achievement. Constantly being reminded
of their differences can erode their confidence, leading to a self-fulfilling prophecy where they
internalize the belief that they are incapable of success.
Emotional and Psychological Impact: The constant feeling of being outside the boundaries of normal
can take a toll on learners' emotional and psychological well-being. They may experience increased
stress, anxiety, and depression due to the pressure of fitting in or coping with societal expectations.
Disengagement and Dropout Rates: The consequences of being regarded as outside the boundaries
of normal can contribute to disengagement from school and increased dropout rates. Learners may
feel disillusioned, disconnected, and disinterested in pursuing their education if they constantly face
challenges and negative experiences due to their perceived differences.
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. (10)
Section 29(1)(a) of the Constitution of the Republic of South Africa, 1996 (the Constitution) provides that
everyone has the right to education, including adult education. This right has both a positive and
negative dimension as was recognized by the Constitutional Court in Ex parte Gauteng Provincial
Legislature in which the court stated, with relevance to the interim Constitution:
Section 32(a) creates a positive right that basic education be provided for every person and not merely a
negative right that such a person should not be obstructed in pursuing his or her basic education.
In South Africa the policy of building an inclusive education and training system is centrally situated
within the agenda of education for all, the millennium goals, the Convention on the Rights of the Child
and the United Nations Convention on the Rights of Persons with Disabilities. It is fundamentally
subscribed by the Constitution. Inclusion is fundamentally about assuring access, permanence, quality
learning and full participation and integration of all children and adolescents, particularly for members of
disadvantaged and poor societies, those with disabilities, those who are homeless, those who are
workers, those living with HIV and Aids and other vulnerable children. Protection against discrimination
based on culture, language, social groups or individual differences is an inalienable human right that
must be respected and fostered by education systems.
Inclusive education in the South African context is defined as a learning environment that promotes the
full personal, academic and professional development of all learners irrespective of race, class, gender,
disability, religion, culture, sexual preference, learning styles and language. The inclusion of learners
with special education needs or learning barriers, into mainstream classes, is part of a universal human
rights movement. It has therefore become imperative to create equal opportunities for all learners to
learn and succeed.
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