HED4810
ASSIGNMENT 2 (ANSWERS) YEAR MODULE
DUE DATE: 9 JULY 2025
Written Assignment Submission Guidelines:
Please ensure that your assignment is submitted electronically through the myUnisa platform no
later than July 2025. Kindly note that fax or email submissions will not be accepted.
NB: Assignment submitted to the lecturer(s) through email will not be considered.
QUESTION 1
Inclusive education policies in South Africa, such as the Education White Paper 6, were designed to
address historical inequalities by ensuring that all learners, regardless of disability, learning barriers,
or socio-economic status, have access to equitable and quality education. However, I agree that
exclusion in education continues to persist despite the existence of these inclusive policies because
the realities on the ground often do not reflect the intentions set out in official documents. This
essay discusses five key reasons supporting this view, demonstrating how practical barriers
undermine inclusive policy goals.
Insufficient Teacher Training
Firstly, teachers remain underprepared to implement inclusive practices effectively in their
classrooms. Donohue and Bornman (2024) argue that initial teacher education programmes often
focus mainly on mainstream teaching and give limited attention to practical inclusive strategies. As
a result, teachers feel overwhelmed and lack confidence when faced with learners with disabilities
or other barriers to learning. This inadequate preparation leads to unintentional exclusion because
teachers teach to the ‘average learner’ without adapting content, assessments, or activities to meet
, diverse needs, leaving learners with support needs behind.
Lack of Resources and Infrastructure
Secondly, a significant barrier to inclusion is the lack of resources and accessible infrastructure in
schools. Nkonyane (2023) highlights that many rural and township schools do not have ramps, wide
doorways, accessible toilets, or assistive devices such as Braille materials or hearing aids. This means
learners with physical, visual, or auditory impairments cannot access learning environments
effectively, leading to their exclusion even though policies advocate for their inclusion. Without
these resources, teachers cannot accommodate learners meaningfully, regardless of their
commitment to inclusive education.
Negative Attitudes and Stigma
Thirdly, negative societal and teacher attitudes towards disability continue to perpetuate exclusion.
Clasquin-Johnson and Johnson (2025) explain that learners with disabilities are often viewed as
burdens or incapable, resulting in low expectations from teachers and peers. These attitudes
manifest as subtle exclusion, where learners are physically present but socially and academically
isolated because they are not meaningfully included in discussions, group work, or school activities.
This emotional exclusion negatively impacts their confidence, mental health, and academic
achievement.
Overcrowded Classrooms
Fourthly, overcrowded classrooms hinder the practical implementation of inclusive education.
Donohue and Bornman (2024) note that teachers managing classes with over forty learners find it
impossible to provide differentiated instruction, monitor each learner’s progress closely, or
implement individualised support. This leads to passive exclusion, where learners with barriers to
learning are technically present in the classroom but do not benefit from teaching as they receive
no specific support or adaptations to meet their needs.
Weak Policy Implementation and Monitoring
ASSIGNMENT 2 (ANSWERS) YEAR MODULE
DUE DATE: 9 JULY 2025
Written Assignment Submission Guidelines:
Please ensure that your assignment is submitted electronically through the myUnisa platform no
later than July 2025. Kindly note that fax or email submissions will not be accepted.
NB: Assignment submitted to the lecturer(s) through email will not be considered.
QUESTION 1
Inclusive education policies in South Africa, such as the Education White Paper 6, were designed to
address historical inequalities by ensuring that all learners, regardless of disability, learning barriers,
or socio-economic status, have access to equitable and quality education. However, I agree that
exclusion in education continues to persist despite the existence of these inclusive policies because
the realities on the ground often do not reflect the intentions set out in official documents. This
essay discusses five key reasons supporting this view, demonstrating how practical barriers
undermine inclusive policy goals.
Insufficient Teacher Training
Firstly, teachers remain underprepared to implement inclusive practices effectively in their
classrooms. Donohue and Bornman (2024) argue that initial teacher education programmes often
focus mainly on mainstream teaching and give limited attention to practical inclusive strategies. As
a result, teachers feel overwhelmed and lack confidence when faced with learners with disabilities
or other barriers to learning. This inadequate preparation leads to unintentional exclusion because
teachers teach to the ‘average learner’ without adapting content, assessments, or activities to meet
, diverse needs, leaving learners with support needs behind.
Lack of Resources and Infrastructure
Secondly, a significant barrier to inclusion is the lack of resources and accessible infrastructure in
schools. Nkonyane (2023) highlights that many rural and township schools do not have ramps, wide
doorways, accessible toilets, or assistive devices such as Braille materials or hearing aids. This means
learners with physical, visual, or auditory impairments cannot access learning environments
effectively, leading to their exclusion even though policies advocate for their inclusion. Without
these resources, teachers cannot accommodate learners meaningfully, regardless of their
commitment to inclusive education.
Negative Attitudes and Stigma
Thirdly, negative societal and teacher attitudes towards disability continue to perpetuate exclusion.
Clasquin-Johnson and Johnson (2025) explain that learners with disabilities are often viewed as
burdens or incapable, resulting in low expectations from teachers and peers. These attitudes
manifest as subtle exclusion, where learners are physically present but socially and academically
isolated because they are not meaningfully included in discussions, group work, or school activities.
This emotional exclusion negatively impacts their confidence, mental health, and academic
achievement.
Overcrowded Classrooms
Fourthly, overcrowded classrooms hinder the practical implementation of inclusive education.
Donohue and Bornman (2024) note that teachers managing classes with over forty learners find it
impossible to provide differentiated instruction, monitor each learner’s progress closely, or
implement individualised support. This leads to passive exclusion, where learners with barriers to
learning are technically present in the classroom but do not benefit from teaching as they receive
no specific support or adaptations to meet their needs.
Weak Policy Implementation and Monitoring
