HOPEACADEMY
INC4801
Assignment 4
Due date: 9 September 2025
2025
Question 1
1.1 Critically analyse the progress of implementation of inclusive
education in Finland (as discussed in the extract) and three other
countries, using the themes below from Winter & O’Raw (2010).
Substantiate your answer with references to relevant documents
(articles, reports, papers) and practical examples. Refer to the rubric that
has been provided.
1.1.1 Physical accessibility: Compare school building design and
accessibility.
O 7 6 4 0 3 1 2 2 9
,INC4801 Assignment 4
Due date: 9 September 2025
Question 1
1.1 Critically analyse the progress of implementation of inclusive education in
Finland (as discussed in the extract) and three other countries, using the
themes below from Winter & O’Raw (2010). Substantiate your answer with
references to relevant documents (articles, reports, papers) and practical
examples. Refer to the rubric that has been provided.
1.1.1 Physical accessibility: Compare school building design and accessibility.
Inclusive education is a global imperative grounded in the belief that every
child, regardless of ability or background, deserves equitable access to quality
learning. Winter and O’Raw (2010) emphasize physical accessibility as a
foundational theme in inclusive education, highlighting the importance of
school infrastructure, mobility, and spatial design in enabling participation.
This essay critically examines the progress of inclusive education
implementation in Finland, South Africa, the United States, and Australia,
focusing on physical accessibility in school environments. Drawing on policy
documents, academic literature, and practical examples, the analysis reveals
both achievements and persistent challenges across diverse contexts.
Finland is well known for its strong commitment to inclusive education,
where all learners are supported to achieve their full potential. The country’s
model is guided by the principle of equity, which means that every child,
regardless of ability or background, should have access to quality learning.
One of the important aspects of this model is the use of universal design in
schools. Universal design makes learning environments accessible to all
learners by including features such as ramps, elevators, wide corridors, and
ergonomic furniture. Many new schools in Finland are built with these designs
in mind, which helps to reduce barriers for learners with disabilities. In
addition, classrooms often make use of assistive technologies and adaptive
equipment, ensuring that learners can participate in activities alongside their
peers.
,However, even with these strong principles, challenges remain. The
application of universal design is not always equal across Finland. Rural
municipalities often face financial limitations and cannot easily upgrade older
buildings to meet accessibility standards. This creates inequalities, as learners
in some areas have fewer opportunities for inclusion compared to those in
urban centers. Research by Jahnukainen et al. (2023) shows that nearly half of
students with special educational needs still spend a lot of time in separate
facilities rather than fully integrated classrooms. This suggests that while
policy supports inclusion, physical accessibility and full participation are not
always realized in practice.
An example of best practice can be seen at Helsinki’s Viikki Teacher Training
School, which incorporates inclusive architecture, sensory-friendly areas, and
advanced adaptive technologies. Such schools show what inclusive education
can achieve when resources and planning are available. However, until these
practices are extended across all municipalities, Finland’s vision of universal
inclusion will remain uneven.
South Africa’s move towards inclusive education is rooted in its democratic
transition after apartheid. The government recognised that education had
been used as a tool of exclusion and inequality, and therefore introduced
policies aimed at building an equitable system. The Education White Paper 6
(2001) laid the foundation for a vision of barrier-free learning, where all
children, regardless of disability or background, would have access to quality
education. While this policy framework is progressive and aspirational, its
implementation across the country has been inconsistent and slow.
One of the most visible challenges lies in school infrastructure. Many schools,
particularly in rural provinces such as Limpopo and the Eastern Cape, still
lack the basic facilities necessary for inclusion. A 2021 report showed that
more than half of South African schools cannot properly screen learners for
hearing, vision, or learning difficulties. Furthermore, many schools do not
have wheelchair-accessible toilets or paved pathways, making it difficult for
learners with mobility impairments to move between classrooms and
, facilities. These gaps undermine the country’s commitment to universal access
and highlight inequalities between urban and rural schooling environments.
The gap between policy and practice is also clear. While the Screening,
Identification, Assessment and Support (SIAS) Policy of 2014 requires
inclusive infrastructure and learner support, financial limitations and weak
coordination between government departments have slowed its rollout. The
Department of Basic Education’s 2017 School Monitoring Survey reported
that only 65% of school-based support teams had received help from district
offices, showing that many schools remain unsupported in practice.
Despite these challenges, there are positive examples. In Gauteng, several
urban schools have invested in ramps, accessible toilets, and teacher training,
showing that inclusive education is achievable when resources are available.
However, until these improvements are extended nationwide, South Africa’s
inclusive education system will remain more of an aspiration than a reality.
The United States has one of the most comprehensive legal frameworks for
inclusive education in the world. Central to this framework are the Americans
with Disabilities Act (ADA) of 1990 and the Individuals with Disabilities
Education Act (IDEA) of 2004. Together, these laws guarantee that learners
with disabilities have equal access to education in mainstream schools. They
mandate physical accessibility features such as ramps, elevators, and adapted
restrooms, while also requiring flexible classroom arrangements to
accommodate learners with diverse needs. Digital accessibility is another key
focus, with schools expected to provide alternative learning formats such as
braille, audio, and captioned materials. These laws reflect a strong national
commitment to equity and the protection of students’ rights.
INC4801
Assignment 4
Due date: 9 September 2025
2025
Question 1
1.1 Critically analyse the progress of implementation of inclusive
education in Finland (as discussed in the extract) and three other
countries, using the themes below from Winter & O’Raw (2010).
Substantiate your answer with references to relevant documents
(articles, reports, papers) and practical examples. Refer to the rubric that
has been provided.
1.1.1 Physical accessibility: Compare school building design and
accessibility.
O 7 6 4 0 3 1 2 2 9
,INC4801 Assignment 4
Due date: 9 September 2025
Question 1
1.1 Critically analyse the progress of implementation of inclusive education in
Finland (as discussed in the extract) and three other countries, using the
themes below from Winter & O’Raw (2010). Substantiate your answer with
references to relevant documents (articles, reports, papers) and practical
examples. Refer to the rubric that has been provided.
1.1.1 Physical accessibility: Compare school building design and accessibility.
Inclusive education is a global imperative grounded in the belief that every
child, regardless of ability or background, deserves equitable access to quality
learning. Winter and O’Raw (2010) emphasize physical accessibility as a
foundational theme in inclusive education, highlighting the importance of
school infrastructure, mobility, and spatial design in enabling participation.
This essay critically examines the progress of inclusive education
implementation in Finland, South Africa, the United States, and Australia,
focusing on physical accessibility in school environments. Drawing on policy
documents, academic literature, and practical examples, the analysis reveals
both achievements and persistent challenges across diverse contexts.
Finland is well known for its strong commitment to inclusive education,
where all learners are supported to achieve their full potential. The country’s
model is guided by the principle of equity, which means that every child,
regardless of ability or background, should have access to quality learning.
One of the important aspects of this model is the use of universal design in
schools. Universal design makes learning environments accessible to all
learners by including features such as ramps, elevators, wide corridors, and
ergonomic furniture. Many new schools in Finland are built with these designs
in mind, which helps to reduce barriers for learners with disabilities. In
addition, classrooms often make use of assistive technologies and adaptive
equipment, ensuring that learners can participate in activities alongside their
peers.
,However, even with these strong principles, challenges remain. The
application of universal design is not always equal across Finland. Rural
municipalities often face financial limitations and cannot easily upgrade older
buildings to meet accessibility standards. This creates inequalities, as learners
in some areas have fewer opportunities for inclusion compared to those in
urban centers. Research by Jahnukainen et al. (2023) shows that nearly half of
students with special educational needs still spend a lot of time in separate
facilities rather than fully integrated classrooms. This suggests that while
policy supports inclusion, physical accessibility and full participation are not
always realized in practice.
An example of best practice can be seen at Helsinki’s Viikki Teacher Training
School, which incorporates inclusive architecture, sensory-friendly areas, and
advanced adaptive technologies. Such schools show what inclusive education
can achieve when resources and planning are available. However, until these
practices are extended across all municipalities, Finland’s vision of universal
inclusion will remain uneven.
South Africa’s move towards inclusive education is rooted in its democratic
transition after apartheid. The government recognised that education had
been used as a tool of exclusion and inequality, and therefore introduced
policies aimed at building an equitable system. The Education White Paper 6
(2001) laid the foundation for a vision of barrier-free learning, where all
children, regardless of disability or background, would have access to quality
education. While this policy framework is progressive and aspirational, its
implementation across the country has been inconsistent and slow.
One of the most visible challenges lies in school infrastructure. Many schools,
particularly in rural provinces such as Limpopo and the Eastern Cape, still
lack the basic facilities necessary for inclusion. A 2021 report showed that
more than half of South African schools cannot properly screen learners for
hearing, vision, or learning difficulties. Furthermore, many schools do not
have wheelchair-accessible toilets or paved pathways, making it difficult for
learners with mobility impairments to move between classrooms and
, facilities. These gaps undermine the country’s commitment to universal access
and highlight inequalities between urban and rural schooling environments.
The gap between policy and practice is also clear. While the Screening,
Identification, Assessment and Support (SIAS) Policy of 2014 requires
inclusive infrastructure and learner support, financial limitations and weak
coordination between government departments have slowed its rollout. The
Department of Basic Education’s 2017 School Monitoring Survey reported
that only 65% of school-based support teams had received help from district
offices, showing that many schools remain unsupported in practice.
Despite these challenges, there are positive examples. In Gauteng, several
urban schools have invested in ramps, accessible toilets, and teacher training,
showing that inclusive education is achievable when resources are available.
However, until these improvements are extended nationwide, South Africa’s
inclusive education system will remain more of an aspiration than a reality.
The United States has one of the most comprehensive legal frameworks for
inclusive education in the world. Central to this framework are the Americans
with Disabilities Act (ADA) of 1990 and the Individuals with Disabilities
Education Act (IDEA) of 2004. Together, these laws guarantee that learners
with disabilities have equal access to education in mainstream schools. They
mandate physical accessibility features such as ramps, elevators, and adapted
restrooms, while also requiring flexible classroom arrangements to
accommodate learners with diverse needs. Digital accessibility is another key
focus, with schools expected to provide alternative learning formats such as
braille, audio, and captioned materials. These laws reflect a strong national
commitment to equity and the protection of students’ rights.
