Summary
Summary Inclusive Education: Generic Module - INC3701-ASSIGNMENT 2 - 2023
- Institution
- University Of South Africa (Unisa)
PLEASE DO NOT PLAGIARIZE USE AS A GUIDE ASSIGNMENT2
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NAME : ALLIAH BANOOBHAJSTUDENT NO. : 68428014
MODULE :
Inclusive Education: Generic Module
(INC3701)
ASSIGNMENT NO. : 02
UNIQUE NO. : 683258
LECTURER: Ms N.I MAHETLANE
DUE DATE: 25 MAY 2023
, STUDENT DECLARATION FORM
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
The Department of Curriculum and Instructional Studies places specific emphasis on
integrity and ethical behaviour with regard to the preparation of all written work
submitted for academic assessment.
Although your lecturers can provide you with information about reference techniques
and guidelines to avoid plagiarism, you also have a responsibility to fulfil in this regard.
Should you at any time feel unsure about the requirements, you must consult your
lecturers before you submit any assignment.
You are guilty of plagiarism when you extract information from a book, article, web
page or fellow student without acknowledging the source and submit it as your own
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 with the intention
to submit it as his/her own.
Students who are guilty of plagiarism will forfeit all credit for the work concerned.
Plagiarism is a serious 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 returned unmarked if you do not include a fully
completed and signed declaration form.
I (full names): ALLIAH BANOOBHAJ Student number: 68428014
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 own, original work. Where I used someone
else’s
work, whether a printed source, the internet or any other source, I give the proper
acknowledgement 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 with the intention of
submitting it as his or her own work.
Signature: Date: 25 MAY 2023
, QUESTION ONE
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?
According to the medical model of disability, people with disabilities are abnormal
and need medical care to treat their conditions so they can integrate into society.
Because they do not match the stereotype of a "normal" learner who is capable of
carrying out activities and learning information without any additional help, students
with disabilities are frequently perceived in the setting of conventional schools as
being outside the bounds of normal.
Instead of acknowledging that the issue is with the social and educational structures
that prevent learners with disabilities from accessing the same opportunities as their
non-disabled peers, the medical model of disability justifies this perspective on
learners with disabilities by implying that their disabilities are a problem that needs to
be fixed. Instead of acknowledging that students with disabilities have specific
learning requirements that call for distinct methods of instruction and assistance, this
viewpoint suggests that these students are defective and incapable of learning in the
same manner as students without disabilities.
** It's vital to remember that this paradigm is now seen as archaic and has drawn
heavy criticism for its unfavourable effects on people with disabilities. A more
inclusive approach, like the social model of disability, acknowledges that barriers in
society and education that prohibit people with disabilities from fully engaging and
accessing opportunities also contribute to their condition.
(5)
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