Exam (elaborations)
INC4801 Assignment 2 2024 (150797) - DUE 30 June 2024
- Course
- INC4801 (INC4801)
- Institution
- University Of South Africa (Unisa)
INC4801 Assignment 2 2024 (150797) QUESTIONS AND ANSWERS
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INC4801 Assignment 22024 (150797) - DUE
30 June 2024
[Company address]
,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.
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