INTERMEDIATE AND SENIOR PHASE
NAME: ROLIZE VAN TONDER
STUDENT NUMBER: 63238233
MODULE CODE: ETH306W
ASSIGNMENT: 02
UNIQUE NUMBER: 683975
DUE DATE: 24 MAY 2021
1
,TABLE OF CONTENTS:
QUESTION PAGE
1.1 3
1.2 3
1.3 3–4
1.4 4
1.5 4–5
1.6 5–6
2.1 6–7
2.2 7
2.3 7–8
4.1 8
4.2 8–9
4.3 9
4.4 9 – 10
4.5 10
References 10
2
,QUESTION 1
1.1 Name 10 reasons for the adoption of inclusive education in South
Africa:
1. It is a human right.
2. It makes good educational sense.
3. It makes good social sense.
4. It promotes the right to learn and live together.
5. It promotes acceptance of diversity.
6. It builds respect for one another.
7. It supports a uniform and responsive education and training system.
8. It supports the removal of all elementary discrimination.
9. It supports a positive interaction and learning from one another.
10. It helps to build a rehabilitative and supportive society.
1.2 Tabulate five examples of intrinsic and extrinsic factors:
Intrinsic factors Extrinsic factors
Physical impairments, such as a Environment
missing leg
Physiological impairments, such as Education
depression
Personality factors, such as unmet Language
emotional needs
Sensory impairments, such as visual Culture
impairments
Chronic illnesses, such as Epilepsy Job prospects
1.3 How do the following factors affect the development of learners?
1.3.1 Discriminating attitudes:
Labelling learners affects their self – image very negatively. This occurs when
certain learners are placed in special schools or when they excluded from
mainstream ones, in other words, when they are categorised. People who
label learners can very often not determine what is needed for the system to
satisfy the needs of the learners. Insufficient knowledge of diseases can lead
to negative beliefs about those diseases.
1.3.2 Inflexible curriculum:
A curriculum that is inflexible and does not provide for all the diverse needs of
all the learners in the class can cause learning to fail. It can also cause poorly
trained teachers to use teaching styles that disadvantage the initiative and
participation of learners, as well as what is taught by the curriculum to not be
applicable to the situation in which the learners find themselves.
1.3.3 Inappropriate and inadequate provision of support services:
The labelling and categorisation of learners caused educational services to be
concentrated on the inabilities of learners rather than on the barriers within the
3
, system, such as poor and stereotyped teaching methods. The essence of the
intervention caused the placing of learners in special schools rather than
addressing the problem of that specific learning environment. In the rural
areas there are barely any support services.
1.4 Briefly discuss the distinction between ‘disability’ and ‘impairment’ as
they are used in this module:
‘Disability’ comes from barriers to learning that the community’s attitude
towards people with impairments causes. Therefore, a disabled person is a
person who has an impairment and is hampered and stopped by society to
fully partake at all levels of society. Examples of disabilities include intellectual
impairments, as well as chronic illnesses such as Aids.
Mostly when we talk about ‘impairments’, we are referring to people with
physical (body structure) and / or physiological (body function) impairments.
This means people who have permanent defects in their constitution. Usually,
a person is born with an impairment, but there may be manifestations of
physical and / or physiological impairments after birth that are caused by
some damaging factors, such as an illness or an accident. Examples of
impairments include sensory impairments where one of the senses is
affected.
1.5 Discuss factors that determine parental attitudes towards a child with
impairments under the following headings:
1.5.1 Socio – economic status of the family:
A family’s income, its members’ level of education, and the social status
suggested by its wage earners’ professions, is included in its socio –
economic status. We would assume that the higher a family’s socio –
economic status, the more resources are available to handle the challenges
that come with a child with impairments. Yet that is not always the case.
Families with a higher socio – economic status are usually more achievement
orientated and would be more inclined to view such a child as a
disappointment. Families with a lower socio – economic status consider
achievement as less than other values such as happiness.
1.5.2 Degree and type of impairment:
Impairments occur in different degrees of seriousness. Generally, the more
serious the impairment, the more extreme the impact on the family. The type
of impairment also decides the effect that it will have on the family. However,
while the degree of the impairment is an important element, we cannot be
sure whether parents will be able to adapt better to mild or serious problems.
1.5.3 Personal characteristics of the parents:
Parents who do not feel well themselves or who struggle with some illness
may find it a lot more difficult to deal with a child with an impairment. Usually,
4
NAME: ROLIZE VAN TONDER
STUDENT NUMBER: 63238233
MODULE CODE: ETH306W
ASSIGNMENT: 02
UNIQUE NUMBER: 683975
DUE DATE: 24 MAY 2021
1
,TABLE OF CONTENTS:
QUESTION PAGE
1.1 3
1.2 3
1.3 3–4
1.4 4
1.5 4–5
1.6 5–6
2.1 6–7
2.2 7
2.3 7–8
4.1 8
4.2 8–9
4.3 9
4.4 9 – 10
4.5 10
References 10
2
,QUESTION 1
1.1 Name 10 reasons for the adoption of inclusive education in South
Africa:
1. It is a human right.
2. It makes good educational sense.
3. It makes good social sense.
4. It promotes the right to learn and live together.
5. It promotes acceptance of diversity.
6. It builds respect for one another.
7. It supports a uniform and responsive education and training system.
8. It supports the removal of all elementary discrimination.
9. It supports a positive interaction and learning from one another.
10. It helps to build a rehabilitative and supportive society.
1.2 Tabulate five examples of intrinsic and extrinsic factors:
Intrinsic factors Extrinsic factors
Physical impairments, such as a Environment
missing leg
Physiological impairments, such as Education
depression
Personality factors, such as unmet Language
emotional needs
Sensory impairments, such as visual Culture
impairments
Chronic illnesses, such as Epilepsy Job prospects
1.3 How do the following factors affect the development of learners?
1.3.1 Discriminating attitudes:
Labelling learners affects their self – image very negatively. This occurs when
certain learners are placed in special schools or when they excluded from
mainstream ones, in other words, when they are categorised. People who
label learners can very often not determine what is needed for the system to
satisfy the needs of the learners. Insufficient knowledge of diseases can lead
to negative beliefs about those diseases.
1.3.2 Inflexible curriculum:
A curriculum that is inflexible and does not provide for all the diverse needs of
all the learners in the class can cause learning to fail. It can also cause poorly
trained teachers to use teaching styles that disadvantage the initiative and
participation of learners, as well as what is taught by the curriculum to not be
applicable to the situation in which the learners find themselves.
1.3.3 Inappropriate and inadequate provision of support services:
The labelling and categorisation of learners caused educational services to be
concentrated on the inabilities of learners rather than on the barriers within the
3
, system, such as poor and stereotyped teaching methods. The essence of the
intervention caused the placing of learners in special schools rather than
addressing the problem of that specific learning environment. In the rural
areas there are barely any support services.
1.4 Briefly discuss the distinction between ‘disability’ and ‘impairment’ as
they are used in this module:
‘Disability’ comes from barriers to learning that the community’s attitude
towards people with impairments causes. Therefore, a disabled person is a
person who has an impairment and is hampered and stopped by society to
fully partake at all levels of society. Examples of disabilities include intellectual
impairments, as well as chronic illnesses such as Aids.
Mostly when we talk about ‘impairments’, we are referring to people with
physical (body structure) and / or physiological (body function) impairments.
This means people who have permanent defects in their constitution. Usually,
a person is born with an impairment, but there may be manifestations of
physical and / or physiological impairments after birth that are caused by
some damaging factors, such as an illness or an accident. Examples of
impairments include sensory impairments where one of the senses is
affected.
1.5 Discuss factors that determine parental attitudes towards a child with
impairments under the following headings:
1.5.1 Socio – economic status of the family:
A family’s income, its members’ level of education, and the social status
suggested by its wage earners’ professions, is included in its socio –
economic status. We would assume that the higher a family’s socio –
economic status, the more resources are available to handle the challenges
that come with a child with impairments. Yet that is not always the case.
Families with a higher socio – economic status are usually more achievement
orientated and would be more inclined to view such a child as a
disappointment. Families with a lower socio – economic status consider
achievement as less than other values such as happiness.
1.5.2 Degree and type of impairment:
Impairments occur in different degrees of seriousness. Generally, the more
serious the impairment, the more extreme the impact on the family. The type
of impairment also decides the effect that it will have on the family. However,
while the degree of the impairment is an important element, we cannot be
sure whether parents will be able to adapt better to mild or serious problems.
1.5.3 Personal characteristics of the parents:
Parents who do not feel well themselves or who struggle with some illness
may find it a lot more difficult to deal with a child with an impairment. Usually,
4
