ASSIGNMENT 2
IFP3701-2024
5. ASSIGNMENT 02 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
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 principal's scepticism about inclusive education has a detrimental impact on
the overall learning environment at AFF Primary School.
His scepticism likely leads to a lack of initiative and drive to implement inclusive
education policies effectively, despite the presence of national policies supporting such
initiatives. This creates an environment where inclusive education is not prioritized,
resulting in several negative consequences:
Without the principal’s support, teachers do not receive the necessary training and
resources to accommodate learners with barriers to learning. This leads to a lack of
preparedness and capability among teachers to effectively support and teach children
with disabilities or learning difficulties.
, b). How does this attitude affect the following role players?
- Teachers
- Learners (particularly those with learning barriers like Emily Johnson)
Teachers
Without adequate training and support, teachers may feel unprepared and
overwhelmed when trying to accommodate learners with learning barriers. This can
lead to frustration and a lack of confidence in their teaching abilities.
Inequitable Teaching Practices
Teachers may inadvertently adopt inequitable teaching practices, as they may not
know how to effectively differentiate instruction to meet the diverse needs of their
students. This can result in a one-size-fits-all approach that fails to support all learners
adequately.
Low Morale and Motivation
The lack of support from school leadership can lead to low morale and motivation
among teachers. When teachers feel unsupported, they are less likely to go above and
beyond to ensure all learners succeed.
Learners (particularly those with learning barriers like Emily Johnson)
Learners like Emily Johnson who have learning barriers suffer academically. The lack
of appropriate support and detailed instruction means they are unable to keep up with
their peers, leading to poor performance and retention in the same grade for multiple
years.
The continuous academic struggles and lack of progress can severely impact a
learner’s self-esteem and confidence. Emily’s disengagement, frustration, and
avoidance of participation are clear indicators of this negative emotional and
psychological impact.
Exclusion and Stigmatization
Without a supportive and inclusive environment, students with learning barriers are
more likely to feel excluded and stigmatized. This can further isolate them from their
peers and reduce their overall school engagement and satisfaction.
IFP3701-2024
5. ASSIGNMENT 02 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
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 principal's scepticism about inclusive education has a detrimental impact on
the overall learning environment at AFF Primary School.
His scepticism likely leads to a lack of initiative and drive to implement inclusive
education policies effectively, despite the presence of national policies supporting such
initiatives. This creates an environment where inclusive education is not prioritized,
resulting in several negative consequences:
Without the principal’s support, teachers do not receive the necessary training and
resources to accommodate learners with barriers to learning. This leads to a lack of
preparedness and capability among teachers to effectively support and teach children
with disabilities or learning difficulties.
, b). How does this attitude affect the following role players?
- Teachers
- Learners (particularly those with learning barriers like Emily Johnson)
Teachers
Without adequate training and support, teachers may feel unprepared and
overwhelmed when trying to accommodate learners with learning barriers. This can
lead to frustration and a lack of confidence in their teaching abilities.
Inequitable Teaching Practices
Teachers may inadvertently adopt inequitable teaching practices, as they may not
know how to effectively differentiate instruction to meet the diverse needs of their
students. This can result in a one-size-fits-all approach that fails to support all learners
adequately.
Low Morale and Motivation
The lack of support from school leadership can lead to low morale and motivation
among teachers. When teachers feel unsupported, they are less likely to go above and
beyond to ensure all learners succeed.
Learners (particularly those with learning barriers like Emily Johnson)
Learners like Emily Johnson who have learning barriers suffer academically. The lack
of appropriate support and detailed instruction means they are unable to keep up with
their peers, leading to poor performance and retention in the same grade for multiple
years.
The continuous academic struggles and lack of progress can severely impact a
learner’s self-esteem and confidence. Emily’s disengagement, frustration, and
avoidance of participation are clear indicators of this negative emotional and
psychological impact.
Exclusion and Stigmatization
Without a supportive and inclusive environment, students with learning barriers are
more likely to feel excluded and stigmatized. This can further isolate them from their
peers and reduce their overall school engagement and satisfaction.
