BTE 2601 Assignment 03 S2 2022
UNISA BECOMING A TEACHER
BTE 2601 ASSIGNMENT O3 S2 2022…….DUE 14 AUGUST 2022
1. Describe inclusive education in your own words?
In trying to address past discriminatory practices within education system, inclusive education
calls for affording every kind of learner an opportunity to learn without any form of discrimination
or prejudice.
UNESCO, views Inclusive education as a process of addressing and responding to different
needs of all learners through increasing participation in learning, cultures and communities, and
reducing exclusion from education and from within education.
The fundamental principle of the inclusive school is that all children should learn together,
wherever possible, regardless of any difficulties or differences they may have. The key focal point
of inclusive education is recognizing, tolerating and having a high regard for diversity among all
the learners in our schools.
Inclusive Education is when a school educates children of all abilities and backgrounds. Where
children with additional learning needs and special educational requirements are educated within
a 'mainstream' learning environment, rather than a specialist school.
In terms of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities
(UNCRPD) children with disability have the human right to be educated within general education
with their non-disabled peers.
The main thrust is for entire education system to advance learning settings wherein teachers and
learners adapt and welcome the advantages and disadvantages of diversity. Inclusive education
brings about notable social and progressive outcomes.
Inclusive Education removes all kinds of inequity in the learning ecosystem, gives access to all
and promotes best outcomes for all. Inclusive education do good to all by fostering a sense of fit
in, respecting people of different culture and accepting individual differences.
Page 1 of 5
, BTE 2601 Assignment 03 S2 2022
2. Outline and analyse the limitations of the traditional medical approach to inclusive
education.
The traditional medical approach also known as conventional approach is still widely used in
schools. Teacher-centred, where learners are docile receptors of knowledge.
The limitations of the traditional medical approach to an inclusive education is that it does
not merge different learning styles and only fits a common pedagogical style.
It focuses on standards, curriculum and passing tests as opposed to student-focused learning.
Founded on repetition and memorization of facts. Does not inspire critical thinking skills, the ability
to actively apply information gained through experience and reasoning. The traditional approach
accentuates the role of teachers as knowledge dispensers and students as repositories without
promoting students deeper levels of understanding required for complex concepts and lifelong
learning. Stresses on passing tests, while students are not encouraged to understand the
methods, techniques and skills required to find answers.
The traditional medical approach focuses on basic skills although this simplifies learning, it
provides little context, which can disconnect learners. Often stifles creativity and treats learners
as machines just to be nurtured knowledge.
There is lack of collaboration and group learning in students. Teachers give lectures and students
learn just to pass the exam and get good results.
Since learners come from different cultures and socio-economic backgrounds it is therefore
important that the teacher must well manage learning diversity. The traditional medical model
ignores social and economic factors when teaching children whilst focusing on what is happening
within the child as an individual.
Page 2 of 5
UNISA BECOMING A TEACHER
BTE 2601 ASSIGNMENT O3 S2 2022…….DUE 14 AUGUST 2022
1. Describe inclusive education in your own words?
In trying to address past discriminatory practices within education system, inclusive education
calls for affording every kind of learner an opportunity to learn without any form of discrimination
or prejudice.
UNESCO, views Inclusive education as a process of addressing and responding to different
needs of all learners through increasing participation in learning, cultures and communities, and
reducing exclusion from education and from within education.
The fundamental principle of the inclusive school is that all children should learn together,
wherever possible, regardless of any difficulties or differences they may have. The key focal point
of inclusive education is recognizing, tolerating and having a high regard for diversity among all
the learners in our schools.
Inclusive Education is when a school educates children of all abilities and backgrounds. Where
children with additional learning needs and special educational requirements are educated within
a 'mainstream' learning environment, rather than a specialist school.
In terms of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities
(UNCRPD) children with disability have the human right to be educated within general education
with their non-disabled peers.
The main thrust is for entire education system to advance learning settings wherein teachers and
learners adapt and welcome the advantages and disadvantages of diversity. Inclusive education
brings about notable social and progressive outcomes.
Inclusive Education removes all kinds of inequity in the learning ecosystem, gives access to all
and promotes best outcomes for all. Inclusive education do good to all by fostering a sense of fit
in, respecting people of different culture and accepting individual differences.
Page 1 of 5
, BTE 2601 Assignment 03 S2 2022
2. Outline and analyse the limitations of the traditional medical approach to inclusive
education.
The traditional medical approach also known as conventional approach is still widely used in
schools. Teacher-centred, where learners are docile receptors of knowledge.
The limitations of the traditional medical approach to an inclusive education is that it does
not merge different learning styles and only fits a common pedagogical style.
It focuses on standards, curriculum and passing tests as opposed to student-focused learning.
Founded on repetition and memorization of facts. Does not inspire critical thinking skills, the ability
to actively apply information gained through experience and reasoning. The traditional approach
accentuates the role of teachers as knowledge dispensers and students as repositories without
promoting students deeper levels of understanding required for complex concepts and lifelong
learning. Stresses on passing tests, while students are not encouraged to understand the
methods, techniques and skills required to find answers.
The traditional medical approach focuses on basic skills although this simplifies learning, it
provides little context, which can disconnect learners. Often stifles creativity and treats learners
as machines just to be nurtured knowledge.
There is lack of collaboration and group learning in students. Teachers give lectures and students
learn just to pass the exam and get good results.
Since learners come from different cultures and socio-economic backgrounds it is therefore
important that the teacher must well manage learning diversity. The traditional medical model
ignores social and economic factors when teaching children whilst focusing on what is happening
within the child as an individual.
Page 2 of 5
