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IFP3701 S1 ASSIGNMENT 2 2024
- Course
- IFP3701
- Institution
- University Of South Africa (Unisa)
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LOLA JACOBS ASSIGNMENTS © 2024IFP3701
ASSIGNMENT NO: 02
YEAR: 2024
PREVIEW:
Question 1
a) Impact of the Principal's Scepticism on the Overall Learning Environment at
AFF Primary School (10 marks):
The principal's scepticism towards inclusive education significantly undermines
the school's efforts to create an equitable and supportive learning environment.
Here are the specific impacts:
i. Lack of Teacher Training: The principal's doubt about the effectiveness of
inclusive education has led to insufficient training for teachers. This lack of
professional development means teachers are ill-prepared to address
diverse learning needs, directly impacting their ability to support students
like Emily Johnson.
1
, LOLA JACOBS ASSIGNMENTS © 2024
TABLE OF CONTENT
CONTENTS PAGES
QUESTION 1 1-4
QUESTION 2 5-7
QUESTION 3 7-8
QUESTION 4 8-10
QUESTION 5 10-12
QUESTION 6 12-15
REFERENCES 15
2
, LOLA JACOBS ASSIGNMENTS © 2024
Question 1
a) Impact of the Principal's Scepticism on the Overall Learning Environment at
AFF Primary School (10 marks):
The principal's scepticism towards inclusive education significantly undermines
the school's efforts to create an equitable and supportive learning environment.
Here are the specific impacts:
ii. Lack of Teacher Training: The principal's doubt about the effectiveness of
inclusive education has led to insufficient training for teachers. This lack of
professional development means teachers are ill-prepared to address
diverse learning needs, directly impacting their ability to support students
like Emily Johnson.
iii. Implementation Gap: Even though there are national policies supporting
inclusive education, the principal's reluctance to fully endorse these policies
results in a significant gap between policy and practice. This disconnect
creates an environment where inclusive strategies are neither prioritized
nor implemented effectively.
iv. Negative School Culture: The principal's scepticism fosters a culture of
complacency and resistance to change. When leadership is not committed
to inclusion, it signals to the entire school community that accommodating
all students is not a priority, which can perpetuate existing biases and
discriminatory practices.
v. Resource Allocation: Schools led by sceptical leaders are less likely to
allocate necessary resources—such as assistive technologies, learning
materials, and additional support staff—that are crucial for supporting
students with disabilities.
vi. Student Performance and Well-being: The overall learning environment
becomes less supportive and inclusive, leading to poor academic outcomes
and low self-esteem among students with learning barriers. This is evident
in Emily's case, where her continuous struggles are exacerbated by the
lack of appropriate interventions and support.
b) Effects on Role Players:
Teachers (5 marks):
I. Professional Frustration: Teachers may feel frustrated and unsupported in
their efforts to provide inclusive education. Without adequate training or
resources, they are unable to effectively support students with diverse
needs, leading to professional dissatisfaction.
II. Low Morale: The principal's scepticism can lower teacher morale, as they
may feel their efforts to implement inclusive practices are neither valued
nor backed by the administration.
3
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