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EDS4802 Assignment 3 2026 (Answer Guide) 578472 – Due 30 August
2026
Promoting accessibility
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2026
Contents
QUESTION 1: DEFINITION OF KEY CONCEPTS ........................................................................4
1.1 Disability ...............................................................................................................................4
1.2 Social Model of Disability....................................................................................................4
1.3 Reasonable Accommodation .............................................................................................5
1.4 School-Based Support Team (SBST) ................................................................................5
1.5 Inaccessibility of Services ..................................................................................................6
QUESTION 2: CRITICAL EVALUATION OF THE MEDICAL MODEL WITH REFERENCE TO
THE PROMOTION OF ACCESSIBILITY IN SOUTH AFRICA ......................................................7
2.1 Introduction ..........................................................................................................................7
2.2 Understanding the Medical Model of Disability ...............................................................7
2.3 Advantages of the Medical Model in Promoting Accessibility .......................................8
2.3.1 Facilitates identification and diagnosis......................................................................8
2.3.2 Supports early intervention .........................................................................................8
2.3.3 Facilitates access to specialised services .................................................................9
2.3.4 Supports rehabilitation and functional improvement ...............................................9
2.3.5 Can inform the provision of assistive technology ....................................................9
2.4 Disadvantages of the Medical Model in Promoting Accessibility ................................... 10
2.4.1 Promotes a deficit-oriented understanding of disability ........................................... 10
2.4.2 Overlooks environmental and social barriers ............................................................. 10
2.4.3 Can contribute to segregation and exclusion ............................................................. 11
2.4.4 Reinforces professional dependency .......................................................................... 11
2.4.5 Fails to adequately address attitudinal barriers ......................................................... 11
2.4.6 May encourage inappropriate educational labelling .................................................. 12
2.5 The Medical Model and the Social Model: A Critical Comparison................................... 12
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2.6 The Medical Model and Accessibility in the South African Context ............................... 13
2.7 Balanced Critical Evaluation ................................................................................................ 14
2.8 Conclusion .......................................................................................................................... 14
QUESTION 3: THE IMPORTANCE OF THE ICF IN DISTINGUISHING BETWEEN
IMPAIRMENT AND DISABILITY .................................................................................................. 15
[20 Marks] .............................................................................................................................. 15
3.1 Introduction ........................................................................................................................ 15
3.2 Understanding Impairment ............................................................................................... 16
3.3 Understanding Disability................................................................................................... 16
3.4 Importance of Distinguishing Impairment from Disability ............................................ 17
3.5 The ICF and Inclusive Education ..................................................................................... 18
3.6 Influence of the ICF on Accessibility ............................................................................... 18
3.7 Influence on Support Provision ....................................................................................... 19
3.8 Application of the ICF in the South African Context ..................................................... 20
3.9 Critical Significance of the ICF ......................................................................................... 21
3.10 Conclusion ........................................................................................................................ 21
QUESTION 4: IMPORTANCE OF UNIVERSAL DESIGN FOR LEARNING IN IMPROVING
ACCESS PROVISION FOR PERSONS WITH DISABILITIES IN SOUTH AFRICA................... 22
[15 Marks] .............................................................................................................................. 22
4.1 Introduction ........................................................................................................................ 22
4.2 Importance of UDL in Education ...................................................................................... 23
4.3 UDL and Employment........................................................................................................ 23
4.4 UDL and Healthcare ........................................................................................................... 24
4.5 UDL and Public Services................................................................................................... 25
4.6 UDL and Community Participation .................................................................................. 25
4.7 UDL and the South African Inclusive Education Agenda ............................................. 26
4.8 South African Examples of UDL Application.................................................................. 26
4.9 Critical Importance of UDL ............................................................................................... 27
4.10 Conclusion ........................................................................................................................ 28
QUESTION 5: FACTORS TO CONSIDER IN THE EFFECTIVE IMPLEMENTATION OF
ASSISTIVE TECHNOLOGY .............................................................................................................. 28
[15 Marks] ......................................................................................................................................... 28
5.1 Individual Needs and Functional Requirements ............................................................. 29
5.2 User Choice, Preferences and Participation .................................................................... 29
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5.3 Suitability, Accessibility and Usability .............................................................................. 29
5.4 Affordability and Financial Resources .............................................................................. 30
5.5 Availability and Accessibility of Assistive Products ..................................................... 30
5.6 Professional Assessment and Expertise .......................................................................... 31
5.7 Training and Skills Development ........................................................................................ 31
5.8 Infrastructure and Environmental Compatibility............................................................. 31
5.9 Maintenance, Repair and Replacement ............................................................................. 32
5.10 Social, Cultural and Contextual Factors ......................................................................... 32
5.11 Integration into Education and Daily Activities............................................................. 33
5.12 Monitoring and Evaluation.................................................................................................. 33
5.13 Conclusion .................................................................................................................................. 34
REFERENCES ..................................................................................................................................... 35
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QUESTION 1: DEFINITION OF KEY CONCEPTS
1.1 Disability
Disability refers to a condition arising from the interaction between an individual’s
impairment and barriers within the physical, social, attitudinal and institutional
environment. The contemporary understanding of disability therefore moves beyond
viewing disability solely as a medical condition located within an individual. The World
Health Organization (WHO) explains disability through the interaction between health
conditions, impairments, activity limitations, participation restrictions and contextual
factors, including environmental factors (WHO, 2001). Similarly, the United Nations
Convention on the Rights of Persons with Disabilities (CRPD) recognises that persons
with disabilities include those with long-term physical, mental, intellectual or sensory
impairments which, when interacting with various barriers, may hinder their full and
effective participation in society on an equal basis with others (United Nations, 2006).
Disability is therefore not determined exclusively by an impairment; the accessibility of
the surrounding environment and the attitudes and practices of society significantly
influence the extent to which an individual experiences disability.
1.2 Social Model of Disability
The social model of disability explains disability primarily in terms of barriers created by
society rather than as a problem located solely within the individual. These barriers may
include inaccessible buildings, transportation, communication systems, educational
environments, employment practices and negative attitudes. Under this model, an
impairment does not necessarily prevent a person from participating in society; rather,
disability becomes more pronounced when society fails to accommodate human
diversity. The WHO explains that the social model regards disability as a socially
created problem arising from an unaccommodating physical and social environment
(WHO, 2002). The social model consequently shifts responsibility from attempting only
to change or rehabilitate the individual towards identifying and removing barriers that
restrict participation. This perspective is particularly important to inclusive education
EDS4802 Assignment 3 2026 (Answer Guide) 578472 – Due 30 August
2026
Promoting accessibility
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2026
Contents
QUESTION 1: DEFINITION OF KEY CONCEPTS ........................................................................4
1.1 Disability ...............................................................................................................................4
1.2 Social Model of Disability....................................................................................................4
1.3 Reasonable Accommodation .............................................................................................5
1.4 School-Based Support Team (SBST) ................................................................................5
1.5 Inaccessibility of Services ..................................................................................................6
QUESTION 2: CRITICAL EVALUATION OF THE MEDICAL MODEL WITH REFERENCE TO
THE PROMOTION OF ACCESSIBILITY IN SOUTH AFRICA ......................................................7
2.1 Introduction ..........................................................................................................................7
2.2 Understanding the Medical Model of Disability ...............................................................7
2.3 Advantages of the Medical Model in Promoting Accessibility .......................................8
2.3.1 Facilitates identification and diagnosis......................................................................8
2.3.2 Supports early intervention .........................................................................................8
2.3.3 Facilitates access to specialised services .................................................................9
2.3.4 Supports rehabilitation and functional improvement ...............................................9
2.3.5 Can inform the provision of assistive technology ....................................................9
2.4 Disadvantages of the Medical Model in Promoting Accessibility ................................... 10
2.4.1 Promotes a deficit-oriented understanding of disability ........................................... 10
2.4.2 Overlooks environmental and social barriers ............................................................. 10
2.4.3 Can contribute to segregation and exclusion ............................................................. 11
2.4.4 Reinforces professional dependency .......................................................................... 11
2.4.5 Fails to adequately address attitudinal barriers ......................................................... 11
2.4.6 May encourage inappropriate educational labelling .................................................. 12
2.5 The Medical Model and the Social Model: A Critical Comparison................................... 12
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2.6 The Medical Model and Accessibility in the South African Context ............................... 13
2.7 Balanced Critical Evaluation ................................................................................................ 14
2.8 Conclusion .......................................................................................................................... 14
QUESTION 3: THE IMPORTANCE OF THE ICF IN DISTINGUISHING BETWEEN
IMPAIRMENT AND DISABILITY .................................................................................................. 15
[20 Marks] .............................................................................................................................. 15
3.1 Introduction ........................................................................................................................ 15
3.2 Understanding Impairment ............................................................................................... 16
3.3 Understanding Disability................................................................................................... 16
3.4 Importance of Distinguishing Impairment from Disability ............................................ 17
3.5 The ICF and Inclusive Education ..................................................................................... 18
3.6 Influence of the ICF on Accessibility ............................................................................... 18
3.7 Influence on Support Provision ....................................................................................... 19
3.8 Application of the ICF in the South African Context ..................................................... 20
3.9 Critical Significance of the ICF ......................................................................................... 21
3.10 Conclusion ........................................................................................................................ 21
QUESTION 4: IMPORTANCE OF UNIVERSAL DESIGN FOR LEARNING IN IMPROVING
ACCESS PROVISION FOR PERSONS WITH DISABILITIES IN SOUTH AFRICA................... 22
[15 Marks] .............................................................................................................................. 22
4.1 Introduction ........................................................................................................................ 22
4.2 Importance of UDL in Education ...................................................................................... 23
4.3 UDL and Employment........................................................................................................ 23
4.4 UDL and Healthcare ........................................................................................................... 24
4.5 UDL and Public Services................................................................................................... 25
4.6 UDL and Community Participation .................................................................................. 25
4.7 UDL and the South African Inclusive Education Agenda ............................................. 26
4.8 South African Examples of UDL Application.................................................................. 26
4.9 Critical Importance of UDL ............................................................................................... 27
4.10 Conclusion ........................................................................................................................ 28
QUESTION 5: FACTORS TO CONSIDER IN THE EFFECTIVE IMPLEMENTATION OF
ASSISTIVE TECHNOLOGY .............................................................................................................. 28
[15 Marks] ......................................................................................................................................... 28
5.1 Individual Needs and Functional Requirements ............................................................. 29
5.2 User Choice, Preferences and Participation .................................................................... 29
,3|Page
5.3 Suitability, Accessibility and Usability .............................................................................. 29
5.4 Affordability and Financial Resources .............................................................................. 30
5.5 Availability and Accessibility of Assistive Products ..................................................... 30
5.6 Professional Assessment and Expertise .......................................................................... 31
5.7 Training and Skills Development ........................................................................................ 31
5.8 Infrastructure and Environmental Compatibility............................................................. 31
5.9 Maintenance, Repair and Replacement ............................................................................. 32
5.10 Social, Cultural and Contextual Factors ......................................................................... 32
5.11 Integration into Education and Daily Activities............................................................. 33
5.12 Monitoring and Evaluation.................................................................................................. 33
5.13 Conclusion .................................................................................................................................. 34
REFERENCES ..................................................................................................................................... 35
, 4|Page
QUESTION 1: DEFINITION OF KEY CONCEPTS
1.1 Disability
Disability refers to a condition arising from the interaction between an individual’s
impairment and barriers within the physical, social, attitudinal and institutional
environment. The contemporary understanding of disability therefore moves beyond
viewing disability solely as a medical condition located within an individual. The World
Health Organization (WHO) explains disability through the interaction between health
conditions, impairments, activity limitations, participation restrictions and contextual
factors, including environmental factors (WHO, 2001). Similarly, the United Nations
Convention on the Rights of Persons with Disabilities (CRPD) recognises that persons
with disabilities include those with long-term physical, mental, intellectual or sensory
impairments which, when interacting with various barriers, may hinder their full and
effective participation in society on an equal basis with others (United Nations, 2006).
Disability is therefore not determined exclusively by an impairment; the accessibility of
the surrounding environment and the attitudes and practices of society significantly
influence the extent to which an individual experiences disability.
1.2 Social Model of Disability
The social model of disability explains disability primarily in terms of barriers created by
society rather than as a problem located solely within the individual. These barriers may
include inaccessible buildings, transportation, communication systems, educational
environments, employment practices and negative attitudes. Under this model, an
impairment does not necessarily prevent a person from participating in society; rather,
disability becomes more pronounced when society fails to accommodate human
diversity. The WHO explains that the social model regards disability as a socially
created problem arising from an unaccommodating physical and social environment
(WHO, 2002). The social model consequently shifts responsibility from attempting only
to change or rehabilitate the individual towards identifying and removing barriers that
restrict participation. This perspective is particularly important to inclusive education
