NAME AND SURNAME : ALBERT THIPE PAPOLE
STUDENT NUMBER : 55196063
ASSINGMENT : 02
UNIQUE NUMBER : 799386
MODULE CODE : INC3701
,Question 1
1.1. Inclusive Education: Is education that includes everyone, with non-disabled and disabled
people including those with special educational needs learning together in mainstream
schools, colleges and universities. This means the system must adapt to include Disabled
people – they should not have to adapt to the system. The education system must recognize
that it creates barriers for Disabled learners, for instance if parts of the school are inaccessible.
Disabled pupils and students may require adaptations and support to access the curriculum.
2.2.1Critical theory is a philosophy that involves being critical of the prevailing view of society. In
many case, critical theory pays more attention to social structure and group culture, thereby
criticizing social injustice, discrimination, racial oppression, and the other social contradictions.
Similarly, critical theory in education is about how our educational system can best offer education
to all people, and peace education is a kind of critical theory that can establish peace awareness
to eliminate bullying, isolation, and discrimination at school. Through the lens of critical
theory, each person has right to accept education, and each person has different strengths and
weaknesses, so schools, teachers, and students cannot label students because of their
weaknesses, and bullying can cause temporary or permanent injury on both physically and
mentally. It must be explanatory, practical, and normative, all at the same time.
The critical theory:
Every learner has the right to access education
Challenge social injustices and inequalities
Celebrates human diversity
Promotes human rights for persons with disabilities
Promotes peace by striving to eliminate isolation, labeling, bullying and discrimination in
schools and society.
2.2.2. African traditional philosophies are multiple bodies of living comprehensive knowledge which
encapsulate holistic ways of knowing. As such, they are social constructs which enable
members of a community to think in and through specific cultural norms wherever they are
raised. The Ubuntu philosophy articulates such important values as respect, human dignity,
compassion, solidarity and consensus, which demands conformity and loyalty to the group.
However, modern African society is constituted of people from different cultures and
backgrounds. Ubuntu is a capacity in South African culture that expresses compassion,
reciprocity, dignity, harmony and humanity in the interests of building and maintaining a
community with justice and mutual caring.
,2.2.3. Social constructivism focuses on the collaborative nature of learning. Knowledge develops
from how people interact with each other, their culture, and society at large. Students rely on
others to help create their building blocks, and learning from others helps them construct their
own knowledge and reality. It is the theory that says learners construct knowledge rather than
just passively take in information. As people experience the world and reflect upon those
experiences, they build their own representations and incorporate new information into their
pre-existing knowledge. Teachers seek and value students' points of view. Classroom activities
challenge student assumptions. Teachers pose problems of relevance.
1.3 These are the different epistemologies informing different theoretical assumption in inclusive
education:
Educational essentialism is an educational philosophy whose adherents believe that children
should learn the traditional basic subjects thoroughly. Essentialism ensures that the accumulated
wisdom of our civilization as taught in the traditional academic disciplines is passed on from
teacher to student.
Perennialism believes that the focus of education should be the ideas that have lasted over
centuries. They believe the ideas are as relevant and meaningful today as when they were written.
They recommend that students learn from reading and analyzing the works by history's finest
thinkers and writers.
Progressivism believes that individuality, progress, and change are fundamental to
one's education. Believing that people learn best from what they consider most relevant to their
lives, progressivists center their curricula on the needs, experiences, interests, and abilities of
students.
In idealism, the aim of education is to discover and develop each individual's abilities and full
moral excellence in order to better serve society. The curricular emphasis is subject matter of
mind: literature, history, philosophy, and religion.
Social constructivism theory can inform understanding about how play interactions with peers
support the learning of young children with developmental disabilities in inclusive programs. The
potential exists through play for children to learn through their interactions with their peers
, Question 2
2.1 With the introduction of the policy on Inclusive Education, as published in Education White Paper
6 of 2001, the Department of Education made a commitment to ensure that all children would be
welcomed in all schools and that they would be supported to develop their full potential
irrespective of their background, culture, abilities or disabilities, their gender or their race. The
concept ‘full-service/ inclusive school’ was introduced to show how ordinary schools could
transform themselves to become fully inclusive centers of care and support. It is intended that by
2021, 500 primary schools will have been converted to become inclusive, special schools will be
converted into resource centers, and circuit-based and district-based support teams will be
established. To date, 30 districts have support teams, teacher training and workshops have been
provided, 30 schools have been provided with assistive devices and 10 mainstream schools have
been upgraded into model schools. One of the success factors was the learning from the past that
inclusiveness in society is the only way of living peacefully together.
All learners, regardless of diverse needs, are required to be enrolled at schools in their
neighborhoods, and their needs are expected to be met in that regular classroom. Learners from
previously marginalized groups can now learn alongside their peers in an effort to eradicate
exclusion in the education system. However, the implementation of inclusive education is faced
with several challenges which include lack of adequate resources, lack of qualified teachers,
inadequate funding and unsuitable infrastructure. Although the policy states that all learners,
despite their ability or disability, should be admitted to any school of their choice, schools are not
ready to admit learners with diverse needs. The buildings were not modified to accommodate,
especially, the physically handicapped.
All schools were supposed to be renovated in order to accommodate all types of learners. Schools
lack adequate resources to accommodate different learners, for example, learners with hearing
impairments and visual impairments need special resources in the regular classrooms. Lack of
funding is affecting the smooth running of inclusive education. Bornman and Rose (2010) argue
that lack of support and resources, as well as the prevailing negative attitudes towards disability,
all contribute to the bewilderment in South African schools towards inclusive education.
2.2 It led to the Salamanca Statement and Framework for Action on Special Needs Education,
arguably the most significant international document that has ever appeared in the field of special
education. In so doing, it endorsed the idea of inclusive education, which was to become a major
influence in subsequent years. The Statement says in a clear way that a whole new way of looking
at special educational issues is needed. Schools should become built upon the inclusion-principle.
The situation where students in need of special support /with a disability attend special schools or
participate in other types of segregated special education or in some instances do not attend
school at all was to be radically changed. These students would now get their education in as
regular a context as possible. In order for this to succeed, a large number of measures at different
levels of society from policy down to the classroom need to be taken according to the Statement.
If schools open up to diversity, it is also believed that a number of positive effects in other areas
will be achieved.
STUDENT NUMBER : 55196063
ASSINGMENT : 02
UNIQUE NUMBER : 799386
MODULE CODE : INC3701
,Question 1
1.1. Inclusive Education: Is education that includes everyone, with non-disabled and disabled
people including those with special educational needs learning together in mainstream
schools, colleges and universities. This means the system must adapt to include Disabled
people – they should not have to adapt to the system. The education system must recognize
that it creates barriers for Disabled learners, for instance if parts of the school are inaccessible.
Disabled pupils and students may require adaptations and support to access the curriculum.
2.2.1Critical theory is a philosophy that involves being critical of the prevailing view of society. In
many case, critical theory pays more attention to social structure and group culture, thereby
criticizing social injustice, discrimination, racial oppression, and the other social contradictions.
Similarly, critical theory in education is about how our educational system can best offer education
to all people, and peace education is a kind of critical theory that can establish peace awareness
to eliminate bullying, isolation, and discrimination at school. Through the lens of critical
theory, each person has right to accept education, and each person has different strengths and
weaknesses, so schools, teachers, and students cannot label students because of their
weaknesses, and bullying can cause temporary or permanent injury on both physically and
mentally. It must be explanatory, practical, and normative, all at the same time.
The critical theory:
Every learner has the right to access education
Challenge social injustices and inequalities
Celebrates human diversity
Promotes human rights for persons with disabilities
Promotes peace by striving to eliminate isolation, labeling, bullying and discrimination in
schools and society.
2.2.2. African traditional philosophies are multiple bodies of living comprehensive knowledge which
encapsulate holistic ways of knowing. As such, they are social constructs which enable
members of a community to think in and through specific cultural norms wherever they are
raised. The Ubuntu philosophy articulates such important values as respect, human dignity,
compassion, solidarity and consensus, which demands conformity and loyalty to the group.
However, modern African society is constituted of people from different cultures and
backgrounds. Ubuntu is a capacity in South African culture that expresses compassion,
reciprocity, dignity, harmony and humanity in the interests of building and maintaining a
community with justice and mutual caring.
,2.2.3. Social constructivism focuses on the collaborative nature of learning. Knowledge develops
from how people interact with each other, their culture, and society at large. Students rely on
others to help create their building blocks, and learning from others helps them construct their
own knowledge and reality. It is the theory that says learners construct knowledge rather than
just passively take in information. As people experience the world and reflect upon those
experiences, they build their own representations and incorporate new information into their
pre-existing knowledge. Teachers seek and value students' points of view. Classroom activities
challenge student assumptions. Teachers pose problems of relevance.
1.3 These are the different epistemologies informing different theoretical assumption in inclusive
education:
Educational essentialism is an educational philosophy whose adherents believe that children
should learn the traditional basic subjects thoroughly. Essentialism ensures that the accumulated
wisdom of our civilization as taught in the traditional academic disciplines is passed on from
teacher to student.
Perennialism believes that the focus of education should be the ideas that have lasted over
centuries. They believe the ideas are as relevant and meaningful today as when they were written.
They recommend that students learn from reading and analyzing the works by history's finest
thinkers and writers.
Progressivism believes that individuality, progress, and change are fundamental to
one's education. Believing that people learn best from what they consider most relevant to their
lives, progressivists center their curricula on the needs, experiences, interests, and abilities of
students.
In idealism, the aim of education is to discover and develop each individual's abilities and full
moral excellence in order to better serve society. The curricular emphasis is subject matter of
mind: literature, history, philosophy, and religion.
Social constructivism theory can inform understanding about how play interactions with peers
support the learning of young children with developmental disabilities in inclusive programs. The
potential exists through play for children to learn through their interactions with their peers
, Question 2
2.1 With the introduction of the policy on Inclusive Education, as published in Education White Paper
6 of 2001, the Department of Education made a commitment to ensure that all children would be
welcomed in all schools and that they would be supported to develop their full potential
irrespective of their background, culture, abilities or disabilities, their gender or their race. The
concept ‘full-service/ inclusive school’ was introduced to show how ordinary schools could
transform themselves to become fully inclusive centers of care and support. It is intended that by
2021, 500 primary schools will have been converted to become inclusive, special schools will be
converted into resource centers, and circuit-based and district-based support teams will be
established. To date, 30 districts have support teams, teacher training and workshops have been
provided, 30 schools have been provided with assistive devices and 10 mainstream schools have
been upgraded into model schools. One of the success factors was the learning from the past that
inclusiveness in society is the only way of living peacefully together.
All learners, regardless of diverse needs, are required to be enrolled at schools in their
neighborhoods, and their needs are expected to be met in that regular classroom. Learners from
previously marginalized groups can now learn alongside their peers in an effort to eradicate
exclusion in the education system. However, the implementation of inclusive education is faced
with several challenges which include lack of adequate resources, lack of qualified teachers,
inadequate funding and unsuitable infrastructure. Although the policy states that all learners,
despite their ability or disability, should be admitted to any school of their choice, schools are not
ready to admit learners with diverse needs. The buildings were not modified to accommodate,
especially, the physically handicapped.
All schools were supposed to be renovated in order to accommodate all types of learners. Schools
lack adequate resources to accommodate different learners, for example, learners with hearing
impairments and visual impairments need special resources in the regular classrooms. Lack of
funding is affecting the smooth running of inclusive education. Bornman and Rose (2010) argue
that lack of support and resources, as well as the prevailing negative attitudes towards disability,
all contribute to the bewilderment in South African schools towards inclusive education.
2.2 It led to the Salamanca Statement and Framework for Action on Special Needs Education,
arguably the most significant international document that has ever appeared in the field of special
education. In so doing, it endorsed the idea of inclusive education, which was to become a major
influence in subsequent years. The Statement says in a clear way that a whole new way of looking
at special educational issues is needed. Schools should become built upon the inclusion-principle.
The situation where students in need of special support /with a disability attend special schools or
participate in other types of segregated special education or in some instances do not attend
school at all was to be radically changed. These students would now get their education in as
regular a context as possible. In order for this to succeed, a large number of measures at different
levels of society from policy down to the classroom need to be taken according to the Statement.
If schools open up to diversity, it is also believed that a number of positive effects in other areas
will be achieved.
