Exam (elaborations)
IFP3701 Assignment 2 2024 - DUE 28 June 2024
- Course
- IFP3701 (IFP3701)
- Institution
- University Of South Africa (Unisa)
QUESTIONS AND ANSWERS IFP3701 Assignment 2 2024 - DUE 28 June 2024
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[Company name]IFP3701
Assignment 2 2024 -
DUE 28 June 2024
QUESTIONS WITH DETAILED ANSWERS
,IFP3701 Assignment 2 2024 - DUE 28 June 2024
Read the following excerpt of the UNICEF report. Thereafter, read the case study and answer
the questions that follow: ARTICLE: Inclusive schools pave the way for inclusive societies.
Children’s right to inclusive, quality education remains a challenge for children globally:
Maida Pasic, UNICEF Regional Adviser on Education for Europe and Central Asia (12 February
2024) UNICEF REPORT Children’s right to inclusive, quality education remains a challenge for
children globally. This is especially true for the nearly 11 million children with disabilities
living in 55 countries and territories in Europe and Central Asia. UNICEF’s rece n t rep ort
presents data from nine countries across the region and outlines the challenges children with
disabilities face in accessing development and learning opportunities1. Data from four
counties and territories in the Western Balkans including Kosovo2, Montenegro, North
Macedonia and Serbia, find that children with disabilities face discrimination and exclusion in
their homes, schools and communities, at all stages of childhood. In their early years, children
with disabilities are less likely to be played with at home than children without disabilities,
meaning they are less likely to receive adequate early stimulation and responsive care. In
Kosovo, only 1 in 10 children with disabilities has access to books at home. Stigmatisation,
discrimination and neglect continue into school years. Children with disabilities are more
likely to be out of school than children without disabilities. At primary school level,
Montenegro and North Macedonia have the highest rates of out- of-school children with
disabilities. Kosovo has the second highest rate among nine countries with available data at
the upper-secondary level, with 1 in 6 children with disabilities of upper-secondary age
missing out on school. In most countries with available data, children with disabilities are less
likely to demonstrate foundational literacy and numeracy skills than children without
disabilities. What are countries doing to address this situation? Governments in the region are
showing a strong commitment to reverse these trends. In all four countries and territories in
, the Western Balkans, ministries of education have put in place ambitious inclusive education
reforms that have resulted in systemic changes and attitudinal shifts and represent good
practices for the entire region.
CASE STUDY AFF Primary School serves a diverse community but faces significant
challenges of inclusive education. Despite several national policies supporting inclusive
education, AFF's principal, Mr Simpson, is sceptical of its implementation at his school. This
has resulted in a lack of training for teachers to accommodate learners with barriers to
learning in their classrooms. As a result, Emily Johnson, a 10-year- old Grade 3 learner at the
school, has been struggling with mathematics and reading since Grade 1. She was promoted
to Grade 2 despite her difficulties, with the hope that she would improve. By Grade 3, it was
evident that Emily could not perform at the expected level. She was therefore retained in
Grade 3 for two consecutive years. Foundation Phase teachers discussed Emily’s work and
reported their observations to the Head of Department, Ms Khaoleza. Their report highlighted
that Emily's poor performance in class has severely impacted her overall academic
performance and self-esteem; she is often disengaged during lessons, she exhibits signs of
frustration, low selfconfidence and avoids reading aloud and participating in any
mathematical activities.
Question1
Drawing from the UNICEF report and case study above:
a). Analyse the impact of the principal's scepticism about inclusive education on the overall
learning environment at AFF Primary School. The
b). How does this attitude affect the following role players? - Teachers - Learners (particularly
those with learning barriers like Emily Johnson) Dr Phumzile Mlambo-Ngcuka asserts that in
South Africa, many learners (of the same age as Emily Johnson) experience reading
difficulties.
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