, EDS4802
ASSIGNMENT 3 2026
DUE 30 AUGUST 2026
Question 1 - Definition of the following concepts [10]
Disability
Disability is understood not merely as a personal health condition, but as a complex phenomenon
resulting from the interaction between a person's health condition and various barriers in their
environment (Department of Employment and Labour, 2002). In the South African context,
particularly within employment and policy frameworks, a disability is defined as a long-term or
recurring physical or mental impairment that substantially limits a person's prospects of entry into,
or advancement in, employment. This definition specifies that a long-term impairment is one that
has lasted or is likely to persist for at least twelve months, distinguishing it from temporary illnesses
or injuries. Progressive conditions, which are likely to develop or change, are also considered
disabilities once the impairment begins to be substantially limiting (Department of Employment
and Labour, 2002). This conceptualisation moves beyond a purely medical diagnosis to consider the
functional and societal implications of an impairment, acknowledging that an impairment becomes
disabling when it significantly restricts an individual's ability to participate in key areas of life, such
as employment.
Social Model of Disability
The social model of disability offers a fundamental paradigm shift in how disability is perceived and
addressed (United Nations Convention on the Rights of Persons with Disabilities, 2006). The model
posits that disability is not an inherent attribute of the individual, but is instead created by the
barriers that exist within society. These barriers can be physical, such as inaccessible buildings and
transport, or attitudinal, stemming from prejudice and stigma (United Nations Convention on the
Rights of Persons with Disabilities, 2006). The model views disability as arising when people with
long-term physical, mental, intellectual, or sensory differences interact with communities and
environments that are not accessible or inclusive. Consequently, it is society that places limits on a
person, not their impairment (United Nations Convention on the Rights of Persons with Disabilities,
2006). This perspective shifts the responsibility for change from the individual to society,
challenging the medical model which focuses on "fixing" or "curing" the individual. The social
model encourages a focus on removing societal barriers to ensure full and equal participation for
all people, promoting respect for human diversity and rethinking what is considered "normal".
, Reasonable Accommodation
Reasonable accommodation is a critical legal and practical mechanism designed to achieve
substantive equality and eliminate discrimination against persons with disabilities (South African
Constitution, 1996; Employment Equity Act, 1998). The Employment Equity Act (1998) holds that
reasonable accommodation involves making necessary and appropriate modifications and
adjustments, where needed in a particular case, to ensure that persons with disabilities can enjoy
or exercise all human rights and fundamental freedoms on an equal basis with others. In South
African law, the duty to provide reasonable accommodation is a constitutional principle that flows
directly from the right to equality, and it is specifically enforced in the workplace through the
Employment Equity Act (1998). This duty is not simply a form of charity but is a crucial means to
promote equality and prevent unfair discrimination (Labour Court, various judgments). For an
employer, this involves a genuine effort to remedy disadvantage so as to enable equality of
opportunity and remuneration, and parity of participation. The process is meant to be a meaningful
and ongoing participatory dynamic between the employee and employer, undergirded by the
constitutional value of ubuntu. Crucially, the failure to provide reasonable accommodation is itself
considered a form of discrimination (Employment Equity Act, 1998). Examples of reasonable
accommodation can include making facilities physically accessible, modifying work schedules or
assessments, or providing assistive devices, but it does not generally require an employer to
address barriers outside the work environment, such as a commute to work, unless such transport
is generally provided to all employees (Labour Court, various judgments).
School-Based Support Team (SBST)
The School-Based Support Team (SBST) is a foundational structure within the South African
education system, established to create inclusive and supportive learning environments
(Department of Basic Education, 2001; Department of Basic Education, 2014). Every ordinary and
special school is required to establish an SBST (Department of Basic Education, 2001). The primary
purpose of this team is to coordinate all support activities within a school, increasing the school's
capacity to respond to learner diversity and to address barriers to learning (Department of Basic
Education, 2014). The SBST is a collaborative team comprising core members such as the SBST
Coordinator, all members of the School Management Team (SMT), teachers with specialised skills
in learning support or counselling, and other interested teachers (Department of Basic Education,
2014). It may also co-opt non-core members, including administrative staff, social workers, or
learner support agents, to address specific challenges (Department of Basic Education, 2014). The
team works to develop individual support plans for learners who need additional assistance,
consulting with parents and teachers, and organising resources both inside and outside the school
to support these learners (Department of Basic Education, 2014). The SBST also plays a critical role
in identifying learning barriers and, when necessary, may request assistance from the
District-Based Support Team (DBST) for more complex issues (Department of Basic Education,
2014).
ASSIGNMENT 3 2026
DUE 30 AUGUST 2026
Question 1 - Definition of the following concepts [10]
Disability
Disability is understood not merely as a personal health condition, but as a complex phenomenon
resulting from the interaction between a person's health condition and various barriers in their
environment (Department of Employment and Labour, 2002). In the South African context,
particularly within employment and policy frameworks, a disability is defined as a long-term or
recurring physical or mental impairment that substantially limits a person's prospects of entry into,
or advancement in, employment. This definition specifies that a long-term impairment is one that
has lasted or is likely to persist for at least twelve months, distinguishing it from temporary illnesses
or injuries. Progressive conditions, which are likely to develop or change, are also considered
disabilities once the impairment begins to be substantially limiting (Department of Employment
and Labour, 2002). This conceptualisation moves beyond a purely medical diagnosis to consider the
functional and societal implications of an impairment, acknowledging that an impairment becomes
disabling when it significantly restricts an individual's ability to participate in key areas of life, such
as employment.
Social Model of Disability
The social model of disability offers a fundamental paradigm shift in how disability is perceived and
addressed (United Nations Convention on the Rights of Persons with Disabilities, 2006). The model
posits that disability is not an inherent attribute of the individual, but is instead created by the
barriers that exist within society. These barriers can be physical, such as inaccessible buildings and
transport, or attitudinal, stemming from prejudice and stigma (United Nations Convention on the
Rights of Persons with Disabilities, 2006). The model views disability as arising when people with
long-term physical, mental, intellectual, or sensory differences interact with communities and
environments that are not accessible or inclusive. Consequently, it is society that places limits on a
person, not their impairment (United Nations Convention on the Rights of Persons with Disabilities,
2006). This perspective shifts the responsibility for change from the individual to society,
challenging the medical model which focuses on "fixing" or "curing" the individual. The social
model encourages a focus on removing societal barriers to ensure full and equal participation for
all people, promoting respect for human diversity and rethinking what is considered "normal".
, Reasonable Accommodation
Reasonable accommodation is a critical legal and practical mechanism designed to achieve
substantive equality and eliminate discrimination against persons with disabilities (South African
Constitution, 1996; Employment Equity Act, 1998). The Employment Equity Act (1998) holds that
reasonable accommodation involves making necessary and appropriate modifications and
adjustments, where needed in a particular case, to ensure that persons with disabilities can enjoy
or exercise all human rights and fundamental freedoms on an equal basis with others. In South
African law, the duty to provide reasonable accommodation is a constitutional principle that flows
directly from the right to equality, and it is specifically enforced in the workplace through the
Employment Equity Act (1998). This duty is not simply a form of charity but is a crucial means to
promote equality and prevent unfair discrimination (Labour Court, various judgments). For an
employer, this involves a genuine effort to remedy disadvantage so as to enable equality of
opportunity and remuneration, and parity of participation. The process is meant to be a meaningful
and ongoing participatory dynamic between the employee and employer, undergirded by the
constitutional value of ubuntu. Crucially, the failure to provide reasonable accommodation is itself
considered a form of discrimination (Employment Equity Act, 1998). Examples of reasonable
accommodation can include making facilities physically accessible, modifying work schedules or
assessments, or providing assistive devices, but it does not generally require an employer to
address barriers outside the work environment, such as a commute to work, unless such transport
is generally provided to all employees (Labour Court, various judgments).
School-Based Support Team (SBST)
The School-Based Support Team (SBST) is a foundational structure within the South African
education system, established to create inclusive and supportive learning environments
(Department of Basic Education, 2001; Department of Basic Education, 2014). Every ordinary and
special school is required to establish an SBST (Department of Basic Education, 2001). The primary
purpose of this team is to coordinate all support activities within a school, increasing the school's
capacity to respond to learner diversity and to address barriers to learning (Department of Basic
Education, 2014). The SBST is a collaborative team comprising core members such as the SBST
Coordinator, all members of the School Management Team (SMT), teachers with specialised skills
in learning support or counselling, and other interested teachers (Department of Basic Education,
2014). It may also co-opt non-core members, including administrative staff, social workers, or
learner support agents, to address specific challenges (Department of Basic Education, 2014). The
team works to develop individual support plans for learners who need additional assistance,
consulting with parents and teachers, and organising resources both inside and outside the school
to support these learners (Department of Basic Education, 2014). The SBST also plays a critical role
in identifying learning barriers and, when necessary, may request assistance from the
District-Based Support Team (DBST) for more complex issues (Department of Basic Education,
2014).
