ASSIGNEMNT: 02
UNIQUE CODE: 767038
DUE: 07-08-2024
, 2.2. Option 2 Support for Learners with Physical Disabilities.
1. TITLE
Enhancing Support Measures for Learners with Physical Disabilities in South African Schools
2. INTRODUCTION
Inclusive education is a fundamental principle that emphasizes the right of all learners,
regardless of their abilities or disabilities, to access quality education within the mainstream
school system. It focuses on identifying and removing barriers that prevent learners from
participating fully in the educational process (UNESCO, 2005). Despite efforts made to
implement inclusive education policies in South Africa, many schools still face significant
challenges in providing adequate support for learners with physical disabilities.
The South African government has made a commitment to provide equal access to education
for all learners, as outlined in the Constitution (Republic of South Africa, 1996) and the White
Paper 6 on Special Needs Education (Department of Education, 2001). However, several studies
have revealed that learners with physical disabilities continue to encounter barriers such as
inadequate infrastructure, lack of specialized learning materials, and insufficient teacher
training (Chataika & McKenzie, 2017; Dev & Phasha, 2018; Mukhopadhyay & Chaudhuri, 2018).
These challenges hinder the ability of these learners to access quality education and fully
participate in the learning process.
3. PROBLEM STATEMENT
Learners with physical disabilities in South African schools face several barriers to education,
including inadequate infrastructure, limited access to learning materials, and insufficient
teacher training. These challenges hinder their ability to access quality education and fully
participate in the learning process. Consequently, there is a need to develop and implement
effective support measures to address these barriers and promote inclusive education.
The South African education system has made significant strides in implementing inclusive
education policies; however, many schools still struggle to provide adequate support for
UNIQUE CODE: 767038
DUE: 07-08-2024
, 2.2. Option 2 Support for Learners with Physical Disabilities.
1. TITLE
Enhancing Support Measures for Learners with Physical Disabilities in South African Schools
2. INTRODUCTION
Inclusive education is a fundamental principle that emphasizes the right of all learners,
regardless of their abilities or disabilities, to access quality education within the mainstream
school system. It focuses on identifying and removing barriers that prevent learners from
participating fully in the educational process (UNESCO, 2005). Despite efforts made to
implement inclusive education policies in South Africa, many schools still face significant
challenges in providing adequate support for learners with physical disabilities.
The South African government has made a commitment to provide equal access to education
for all learners, as outlined in the Constitution (Republic of South Africa, 1996) and the White
Paper 6 on Special Needs Education (Department of Education, 2001). However, several studies
have revealed that learners with physical disabilities continue to encounter barriers such as
inadequate infrastructure, lack of specialized learning materials, and insufficient teacher
training (Chataika & McKenzie, 2017; Dev & Phasha, 2018; Mukhopadhyay & Chaudhuri, 2018).
These challenges hinder the ability of these learners to access quality education and fully
participate in the learning process.
3. PROBLEM STATEMENT
Learners with physical disabilities in South African schools face several barriers to education,
including inadequate infrastructure, limited access to learning materials, and insufficient
teacher training. These challenges hinder their ability to access quality education and fully
participate in the learning process. Consequently, there is a need to develop and implement
effective support measures to address these barriers and promote inclusive education.
The South African education system has made significant strides in implementing inclusive
education policies; however, many schools still struggle to provide adequate support for
