EDS4802
ASSIGNMENT 3 2026
UNIQUE NO.578473
DUE DATE: 30 AUGUST 2026
,Promoting accessibility - EDS4802
Table of Contents
QUESTION 1: DEFINITION OF 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) ................................................................. 6
1.5 Inaccessibility of Services .................................................................................. 7
QUESTION 2: CRITICAL EVALUATION OF THE MEDICAL MODEL OF DISABILITY
WITH REFERENCE TO THE PROMOTION OF ACCESSIBILITY IN SOUTH AFRICA 7
2.1 It supports identification and diagnosis ......................................................... 8
2.2 It facilitates access to specialised services ................................................... 9
2.3 It can inform individualised support ............................................................... 9
2.4 It can contribute to prevention and rehabilitation ......................................... 9
2.5 It assists planning and resource allocation ................................................. 10
2.6 It can locate the problem entirely within the individual............................... 10
2.7 It can encourage deficit thinking ................................................................... 10
2.8 It can contribute to segregation .................................................................... 11
2.9 It may reinforce dependence on professionals ............................................ 11
2.10 It may overlook environmental and attitudinal barriers ............................ 12
QUESTION 3: IMPORTANCE OF THE INTERNATIONAL CLASSIFICATION OF
FUNCTIONING, DISABILITY AND HEALTH ............................................................... 13
3.1 Distinguishing impairment from disability ...................................................... 13
3.2 The ICF recognises environmental factors ...................................................... 14
3.3 Influence on inclusive education ...................................................................... 15
, 3.4 Influence on accessibility .................................................................................. 15
3.5 Influence on support provision ........................................................................ 16
3.6 Importance for multidisciplinary collaboration ............................................... 16
QUESTION 4: IMPORTANCE OF UNIVERSAL DESIGN FOR LEARNING IN
IMPROVING ACCESS PROVISION FOR PERSONS WITH DISABILITIES IN SOUTH
AFRICA ......................................................................................................................... 17
4.1 Education ............................................................................................................ 18
4.2 Employment ....................................................................................................... 18
4.3 Healthcare ........................................................................................................... 19
4.4 Public services ................................................................................................... 19
4.5 Community participation ................................................................................... 20
4.6 UDL and the South African inclusive education framework .......................... 20
QUESTION 5: FACTORS TO CONSIDER WHEN IMPLEMENTING ASSISTIVE
TECHNOLOGY TO SUPPORT INDIVIDUALS WITH DISABILITIES........................... 21
5.1 Individual needs and preferences .................................................................... 21
5.2 Nature and severity of the disability................................................................. 22
5.3 Functionality and suitability .............................................................................. 22
5.4 Accessibility and compatibility ......................................................................... 22
5.5 Cost and affordability ........................................................................................ 23
5.6 Availability of technical support ....................................................................... 23
5.7 Training and user competence ......................................................................... 23
5.8 Teacher and professional support ................................................................... 23
5.9 Environmental factors ....................................................................................... 24
5.10 User participation and dignity ........................................................................ 24
5.11 Cultural and contextual appropriateness ...................................................... 24
5.12 Evaluation and follow-up ................................................................................. 25
ASSIGNMENT 3 2026
UNIQUE NO.578473
DUE DATE: 30 AUGUST 2026
,Promoting accessibility - EDS4802
Table of Contents
QUESTION 1: DEFINITION OF 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) ................................................................. 6
1.5 Inaccessibility of Services .................................................................................. 7
QUESTION 2: CRITICAL EVALUATION OF THE MEDICAL MODEL OF DISABILITY
WITH REFERENCE TO THE PROMOTION OF ACCESSIBILITY IN SOUTH AFRICA 7
2.1 It supports identification and diagnosis ......................................................... 8
2.2 It facilitates access to specialised services ................................................... 9
2.3 It can inform individualised support ............................................................... 9
2.4 It can contribute to prevention and rehabilitation ......................................... 9
2.5 It assists planning and resource allocation ................................................. 10
2.6 It can locate the problem entirely within the individual............................... 10
2.7 It can encourage deficit thinking ................................................................... 10
2.8 It can contribute to segregation .................................................................... 11
2.9 It may reinforce dependence on professionals ............................................ 11
2.10 It may overlook environmental and attitudinal barriers ............................ 12
QUESTION 3: IMPORTANCE OF THE INTERNATIONAL CLASSIFICATION OF
FUNCTIONING, DISABILITY AND HEALTH ............................................................... 13
3.1 Distinguishing impairment from disability ...................................................... 13
3.2 The ICF recognises environmental factors ...................................................... 14
3.3 Influence on inclusive education ...................................................................... 15
, 3.4 Influence on accessibility .................................................................................. 15
3.5 Influence on support provision ........................................................................ 16
3.6 Importance for multidisciplinary collaboration ............................................... 16
QUESTION 4: IMPORTANCE OF UNIVERSAL DESIGN FOR LEARNING IN
IMPROVING ACCESS PROVISION FOR PERSONS WITH DISABILITIES IN SOUTH
AFRICA ......................................................................................................................... 17
4.1 Education ............................................................................................................ 18
4.2 Employment ....................................................................................................... 18
4.3 Healthcare ........................................................................................................... 19
4.4 Public services ................................................................................................... 19
4.5 Community participation ................................................................................... 20
4.6 UDL and the South African inclusive education framework .......................... 20
QUESTION 5: FACTORS TO CONSIDER WHEN IMPLEMENTING ASSISTIVE
TECHNOLOGY TO SUPPORT INDIVIDUALS WITH DISABILITIES........................... 21
5.1 Individual needs and preferences .................................................................... 21
5.2 Nature and severity of the disability................................................................. 22
5.3 Functionality and suitability .............................................................................. 22
5.4 Accessibility and compatibility ......................................................................... 22
5.5 Cost and affordability ........................................................................................ 23
5.6 Availability of technical support ....................................................................... 23
5.7 Training and user competence ......................................................................... 23
5.8 Teacher and professional support ................................................................... 23
5.9 Environmental factors ....................................................................................... 24
5.10 User participation and dignity ........................................................................ 24
5.11 Cultural and contextual appropriateness ...................................................... 24
5.12 Evaluation and follow-up ................................................................................. 25
