1. Differentiate between mainstreaming and integration as forerunners of inclusive education. (5)
The terms “mainstreaming” and “integration” can be mistaken to mean the same thing. While they are closely related, there are subtle differences in goals, processes and available services be...
, Rochelle Huntley
Student number 48160458
ETH302S
Assignment 2
Unique number 796975
1. Differentiate between mainstreaming and integration as forerunners of inclusive
education. (5)
The terms “mainstreaming” and “integration” can be mistaken to mean the same thing.
While they are closely related, there are subtle differences in goals, processes and
available services between the two. Mainstreaming is the educational equivalent of the
normalisation principle which suggests that people with disabilities have the right to life
experiences that are the same as, or similar to, those of others I society. The goal of
mainstreaming is to return learners with disabilities to the mainstream of education as much
as possible, alongside normally developing peers. It usually only applied to some learners
and most especially those with mild disabilities. They needed to prove their readiness to “fit
into” the mainstream by demonstrating their ability to “keep up” with the work assigned to
other learners in their class. Integration, on the other hand, relies heavily on social and
political discourse. The goal on 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 the “non-disabled”. Due to the fact that integration does not
specify what was to be done instead of exclusion, many different interpretations have
resulted. Integration involves more extensive, holistic participation of learners with
disabilities in relation to mainstreaming, while significant instructional time in separate
settings still prevailed. The special services follow the learner to the regular school but the
onus is still on the learner to “fit in”.
2. Describe factors that may create learning barriers as Identified by the Commission
on Special Educational Needs and Training (NCSNET) and the National Committee of
Education Support Services (NCESS). (7)
Socio-economic deprivation, including poverty, lack of access to basic services,
exposure to danger, inaccessible environments and unsafe buildings
Barriers arising from impairments, including physical, cognitive, sensory,
developmental and learning impairments
Negative attitudes to and stereotyping of differences
An inflexible curriculum
Inappropriate languages, or language of learning and teaching (LoLT) and language
of communication
Inappropriate and inadequate provision of support services
Inadequate policies and legislation
Lack of parental recognition and involvement
3. Bronfenbrenners bioecological model of development is much relevant in
emphasising the interaction between the child and his/her social context or
environment. Discuss various systems/levels of the model and provide relevant
examples. (25)
Microsystem – This is a pattern of activities, roles and interpersonal relations experienced
between individuals and the systems in which they participate. (eg family, peers, school) It
is the immediate environment where proximal processes are played out. It is characterised
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