Exam (elaborations)
INC4801 Assignment 2 2024 (150797) - DUE 30 June 2024
- Course
- INC4801 (INC4801)
- Institution
- University Of South Africa
INC4801 Assignment 2 2024 (150797) - DUE 30 June 2024 QUESTIONS AND ANSWERS
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[Date]INC4801 Assignment 2
2024 (150797) - DUE 30
June 2024
QUESTIONS AND ANSWERS
,INC4801 Assignment 2 2024 (150797) - DUE 30 June 2024
Question 1
Read the extract below and answer questions that follow. Education MEC
addresses Unisa Autism Seminar, advocating for Inclusive Education By
Iednewsdesk On Apr 29, 2024 Presented by Unisa’s Department of Inclusive
Education and Centre for Excellence on Disabilities, a seminar held on 23
April promoted autism awareness and acceptance. The seminar covered a
range of topics, presented by government officials, higher education staff,
parents of learners with autism and self-advocates on the autism spectrum.
With course modules such as Inclusion Strategies for Autism Spectrum
Disorder and Understanding Autism Spectrum Disorder, Unisa takes very
seriously its role in researching and formulating approaches to and
philosophies of educating autistic learners. It moreover has a proud history of
providing outstanding support to learners living with disabilities through its
Advocacy and Resource Centre for Students with Disabilities (ARCSWiD),
which creates an enabling teaching and learning environment that ensures full
participation and equalisation of opportunities for Unisa students with
disabilities. Setting the tone in her welcome address, Prof Mpine Makoe,
Executive Dean of Unisa’s College of Education (CEDU), thanked the
organisers for bringing together experts and interested parties to engage on
the very important topic of awareness and acceptance of autism. She
welcomed the wide array of attendees, including INC4801 ASSIGNMENT 02 -
2024 academics, government representatives, NGOs and students. She said
that the conference was being beamed across the world, making it possible for
the global community to engage and participate. In pursuit of acceptance The
Honourable Matome Chiloane, Gauteng MEC for Education, officially
opened the seminar on behalf of The Honourable Panyaza Lesufi, Gauteng
Premier, who was unable to attend due to urgent provincial government
business. The MEC said that the Gauteng Provincial Government wants
society to celebrate people on the autism spectrum and recognise their unique
challenges. “To this end,” he continued, “we have celebrated World Autism
Awareness Day over the past two years. Chiloane proceeded to outline the
extensive measures and programmes that the province has in place to support
learners on the autism spectrum and also their parents and teachers. “In this
regard,” he continued, “we will continue building capacity, including for all
, staff at the relevant schools. Our goal is to foster an inclusive learning
environment and inculcate a culture of understanding and acceptance.
Moreover, we recognise the importance of providing vocational training and
employment opportunities.” The MEC said that through partnerships with
businesses and organisations, the Gauteng Provincial Government seeks to
build workplace diversity and create pathways to meaningful employment.
“By working together to overcome barriers,” he said in conclusion, “we can
create a more inclusive and supportive society. Let us join hands to create a
future of diversity and celebrate the breaking of barriers.” The main section
of the symposium was devoted to two keynote addresses. Prof Maximus
Sefotho, of the Department of Educational Psychology at the University of
Johannesburg, spoke on the topic of “Autism awareness and support in higher
education” and Unisa’s Prof Mary Clasquin-Johnson discussed “Research on
autism”. The second part of the symposium focused especially on the crucial
role of parents and social society in supporting autism awareness and
acceptance, with addresses INC4801 ASSIGNMENT 02 - 2024 by experts,
stakeholders and autism self-advocates. The day ended with a lively question-
and-answer session and vigorous discussion by attendees. Source:
1.1 Formulate your own definition of “Inclusive Education,” based on your
readings, reflections, and personal experiences. (10)
1.2
1.2.1 Use the critical theory lens to evaluate the implementation of Inclusive
Education for learners on the autism spectrum in Gauteng, South Africa. You
may provide examples from the extract and other current examples to
substantiate your answer. (10)
1.2.2 Discuss how you would implement the key principles of critical theory in
your inclusive classroom to support learners on the autism spectrum. Provide
clear, practical examples in your answer. (15)
1.1 Formulate your own definition of “Inclusive Education,” based on your
readings, reflections, and personal experiences.
Inclusive Education is an educational approach that aims to create a learning
environment where all students, regardless of their physical, cognitive, social, or
emotional differences, can fully participate, learn, and develop. This approach
emphasizes the removal of barriers to education and the provision of appropriate
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