Assignment 02
Inclusive Education: Generic Module
Module code: INC3701
Year module
Department of Inclusive Education
DUE DATE: 24 MAY 2023
QUESTION 1
Dudley-Marling and Gurn (2010:4) in their book ‘The Myth of the Normal
Curve’,contend that ‘to be considered outside the boundaries of normal has
consequences.
1.1.1 In the medical model of disability, learners in ordinary schools who are regarded
as ‘outside the boundaries of normal’ are often those who have a diagnosed physical or
mental impairment or condition that affects their ability to perform everyday activities or
tasks. Examples of such learners may include those with hearing or visual impairments,
physical disabilities, or developmental disorders such as autism or ADHD. In this model,
the focus is on the individual’s impairment or condition, and it is assumed that the
individual needs ‘fixing’ in order to fit into the ‘normal’ standards of society.
The medical model justifies this view by emphasising the importance of medical
intervention to ‘cure’ or manage the individual’s impairment or condition. It also
emphasises the role of ‘expert’ medical professionals in diagnosing and treating the
individual, often ignoring the subjective experiences of the individual and their social
and environmental contexts. This model can lead to the stigmatisation and
marginalisation of learners with impairments or conditions, as they are often seen as
‘deficient’ or ‘abnormal’ in comparison to their peers who are considered ‘normal.’
1.1.2 The consequences of being regarded as ‘outside the boundaries of normal’ can be
profound and can have a significant impact on the learner’s academic, social, and
emotional development. These can include:
- Exclusion and isolation: Learners who are seen as ‘different’ or ‘abnormal’ may be
excluded from social activities, events, and from the classroom, causing social isolation
and exclusion.
- Low self-esteem: being perceived as ‘abnormal’ can also lead to low self-esteem,
where learners may feel that they are inferior to their peers and incapable of succeeding
in academic and social settings.
, - Discrimination: learners with impairments or conditions may experience discrimination
in terms of access to resources, accommodations, and opportunities.
- Inadequate support: learners who are outside the boundaries of normal may also
receive inadequate support and resources, such as educational materials and
equipment.
- Limited opportunities: due to their differences, learners may be limited in their access
to opportunities, such as extra-curricular activities or post-secondary education.
Overall, being perceived as ‘abnormal’ can have a profound impact on a learner’s self-
perception, their academic and social development, and their ability to access resources
and opportunities that are necessary for their success.
QUESTION 2
2.1.The principle of ‘every learner has the right to access to education’ is an essential
aspect of the critical theory of inclusive education. This principle proposes that every
learner should have the opportunity to access an education that meets their unique
needs and abilities, regardless of their background, race, ethnicity, gender, socio-
economic status, religion, or disability. In South Africa, as in many other countries,
learners with disabilities face multiple barriers to accessing education. The primary
challenge emerges from the lack of infrastructure, resources, and trained teachers to
meet the needs of learners with disabilities.
South Africa has made significant progress in promoting inclusive education for learners
with disabilities, including the adoption of the White Paper on Special Needs Education
in 1996. Furthermore, the country has ratified a range of international treaties and
conventions, such as the United Nations Convention on the Rights of Persons with
Disabilities (CRPD), which affirms that every person with a disability has the right to
education. As such, South Africa has implemented inclusive policies such as the South
African Schools Act 84 of 1996, which supports the mainstreaming of learners with
disabilities into mainstream schools. This policy also emphasizes the provision of
necessary resources and accommodations to ensure all learners with disabilities have
access to quality education that meets their individual needs.
Despite these policies, the implementation of inclusive education remains a significant
challenge in South Africa. There is inadequate infrastructure and lack of trained
teachers, and support for learners with disabilities is insufficient, which results in
exclusion from education. Other factors such as poverty and social exclusion also
perpetuate unequal access to education for learners with disabilities.
To address this challenge, there is a need for increased support to schools and
teachers, including professional development on inclusive teaching practices, and the
provision of necessary resources and accommodations such as assistive technology,
Inclusive Education: Generic Module
Module code: INC3701
Year module
Department of Inclusive Education
DUE DATE: 24 MAY 2023
QUESTION 1
Dudley-Marling and Gurn (2010:4) in their book ‘The Myth of the Normal
Curve’,contend that ‘to be considered outside the boundaries of normal has
consequences.
1.1.1 In the medical model of disability, learners in ordinary schools who are regarded
as ‘outside the boundaries of normal’ are often those who have a diagnosed physical or
mental impairment or condition that affects their ability to perform everyday activities or
tasks. Examples of such learners may include those with hearing or visual impairments,
physical disabilities, or developmental disorders such as autism or ADHD. In this model,
the focus is on the individual’s impairment or condition, and it is assumed that the
individual needs ‘fixing’ in order to fit into the ‘normal’ standards of society.
The medical model justifies this view by emphasising the importance of medical
intervention to ‘cure’ or manage the individual’s impairment or condition. It also
emphasises the role of ‘expert’ medical professionals in diagnosing and treating the
individual, often ignoring the subjective experiences of the individual and their social
and environmental contexts. This model can lead to the stigmatisation and
marginalisation of learners with impairments or conditions, as they are often seen as
‘deficient’ or ‘abnormal’ in comparison to their peers who are considered ‘normal.’
1.1.2 The consequences of being regarded as ‘outside the boundaries of normal’ can be
profound and can have a significant impact on the learner’s academic, social, and
emotional development. These can include:
- Exclusion and isolation: Learners who are seen as ‘different’ or ‘abnormal’ may be
excluded from social activities, events, and from the classroom, causing social isolation
and exclusion.
- Low self-esteem: being perceived as ‘abnormal’ can also lead to low self-esteem,
where learners may feel that they are inferior to their peers and incapable of succeeding
in academic and social settings.
, - Discrimination: learners with impairments or conditions may experience discrimination
in terms of access to resources, accommodations, and opportunities.
- Inadequate support: learners who are outside the boundaries of normal may also
receive inadequate support and resources, such as educational materials and
equipment.
- Limited opportunities: due to their differences, learners may be limited in their access
to opportunities, such as extra-curricular activities or post-secondary education.
Overall, being perceived as ‘abnormal’ can have a profound impact on a learner’s self-
perception, their academic and social development, and their ability to access resources
and opportunities that are necessary for their success.
QUESTION 2
2.1.The principle of ‘every learner has the right to access to education’ is an essential
aspect of the critical theory of inclusive education. This principle proposes that every
learner should have the opportunity to access an education that meets their unique
needs and abilities, regardless of their background, race, ethnicity, gender, socio-
economic status, religion, or disability. In South Africa, as in many other countries,
learners with disabilities face multiple barriers to accessing education. The primary
challenge emerges from the lack of infrastructure, resources, and trained teachers to
meet the needs of learners with disabilities.
South Africa has made significant progress in promoting inclusive education for learners
with disabilities, including the adoption of the White Paper on Special Needs Education
in 1996. Furthermore, the country has ratified a range of international treaties and
conventions, such as the United Nations Convention on the Rights of Persons with
Disabilities (CRPD), which affirms that every person with a disability has the right to
education. As such, South Africa has implemented inclusive policies such as the South
African Schools Act 84 of 1996, which supports the mainstreaming of learners with
disabilities into mainstream schools. This policy also emphasizes the provision of
necessary resources and accommodations to ensure all learners with disabilities have
access to quality education that meets their individual needs.
Despite these policies, the implementation of inclusive education remains a significant
challenge in South Africa. There is inadequate infrastructure and lack of trained
teachers, and support for learners with disabilities is insufficient, which results in
exclusion from education. Other factors such as poverty and social exclusion also
perpetuate unequal access to education for learners with disabilities.
To address this challenge, there is a need for increased support to schools and
teachers, including professional development on inclusive teaching practices, and the
provision of necessary resources and accommodations such as assistive technology,
