INC3701 ASSIGNMENT 3 -
2023
UNIQUE NUMBER: 683344
DUE DATE: 17 JULY 2023
,ASSIGNMENT 3
UNIQUE NUMBER: 683344
MARKS: 50
CLOSING DATE: 12 JULY 2023
9.1 Read the story below about Jane and respond to the questions that follow.
Jane’s story
I remember sending my mother all-round the shopping centre – I must have driven her
mad – to buy me a local school uniform, even though I didn't go there. I didn't particularly
like the way I was treated by school staff – special, frail, in need of very special care. My
memories of junior school were not learning to read, add or multiply, nor even how to
keep pets.... no, they were of endless hours of physio, tons of art and craft (this was
recognised as something I could do and would content me in my adulthood, since no
employment was ever envisaged) and pushing myself in my wheelchair down endless
corridors and, consequently being tired.' Jane Campbell, 1992.
Adapted from Simon Gardner, 1992
9.1.1 Read the Principles of Inclusive Education (Department of Education, 2001, p.18) and
answer the questions below:
9.1.1.1 Identify two (2) words and one (1) phrase used by teachers in the extract from
Jane’s story that suggest that they were still confusing special education with inclusive
education.
Here are two words and one phrase used by teachers in Jane's story that suggest that they
were still confusing special education with inclusive education:
"Special" - This word suggests that Jane was seen as being different from other
students and that she needed specialized care. This is in contrast to the principle of
inclusive education, which states that all students, regardless of their abilities, should
be educated together in the same classrooms.
"Frail" - This word also suggests that Jane was seen as being weak or delicate. This is
another way of saying that she was different from other students and that she
needed special care.
1
, "Endless hours of physio" - This phrase suggests that Jane's education was focused
on her physical needs, rather than her academic needs. This is also in contrast to the
principle of inclusive education, which states that all students should have access to
the same curriculum and learning opportunities.
In addition to these specific words and phrases, the overall tone of Jane's story suggests that
she was not fully included in her school community. She was made to feel different from
other students and she was not given the same opportunities to learn and grow. This is a
clear example of how special education and inclusive education can be confused. In special
education, students are often separated from their peers and they are given specialized
instruction that is not always aligned with the general curriculum. In inclusive education, all
students are educated together in the same classrooms and they have access to the same
curriculum and learning opportunities.
9.1.1.2 How does the story reveal that the physical environment did not accommodate
learners like Jane?
The corridors were endless. This suggests that the school was not designed with the
needs of wheelchair users in mind. The corridors were likely too narrow and
crowded, making it difficult for Jane to move around independently.
Jane had to push herself in a wheelchair. This suggests that there was no accessible
transportation available to Jane. She may have had to rely on other students or staff
to help her get around, which could have made her feel dependent and isolated.
Jane spent hours in physio. This suggests that the school did not have the resources
to provide Jane with the support she needed in the classroom. She may have been
pulled out of class for long periods of time, which could have made it difficult for her
to keep up with the curriculum.
Jane was only offered art and craft classes. This suggests that the school did not
believe that Jane was capable of learning academic subjects. They may have
underestimated her abilities and placed her in classes that were not challenging or
stimulating.
Overall, the story suggests that the physical environment of Jane's school did not
accommodate her needs and that she was not given the same opportunities to learn and
grow as her peers. This is a clear example of how inaccessible physical environments can
make it difficult for students with disabilities to participate fully in school.
2
2023
UNIQUE NUMBER: 683344
DUE DATE: 17 JULY 2023
,ASSIGNMENT 3
UNIQUE NUMBER: 683344
MARKS: 50
CLOSING DATE: 12 JULY 2023
9.1 Read the story below about Jane and respond to the questions that follow.
Jane’s story
I remember sending my mother all-round the shopping centre – I must have driven her
mad – to buy me a local school uniform, even though I didn't go there. I didn't particularly
like the way I was treated by school staff – special, frail, in need of very special care. My
memories of junior school were not learning to read, add or multiply, nor even how to
keep pets.... no, they were of endless hours of physio, tons of art and craft (this was
recognised as something I could do and would content me in my adulthood, since no
employment was ever envisaged) and pushing myself in my wheelchair down endless
corridors and, consequently being tired.' Jane Campbell, 1992.
Adapted from Simon Gardner, 1992
9.1.1 Read the Principles of Inclusive Education (Department of Education, 2001, p.18) and
answer the questions below:
9.1.1.1 Identify two (2) words and one (1) phrase used by teachers in the extract from
Jane’s story that suggest that they were still confusing special education with inclusive
education.
Here are two words and one phrase used by teachers in Jane's story that suggest that they
were still confusing special education with inclusive education:
"Special" - This word suggests that Jane was seen as being different from other
students and that she needed specialized care. This is in contrast to the principle of
inclusive education, which states that all students, regardless of their abilities, should
be educated together in the same classrooms.
"Frail" - This word also suggests that Jane was seen as being weak or delicate. This is
another way of saying that she was different from other students and that she
needed special care.
1
, "Endless hours of physio" - This phrase suggests that Jane's education was focused
on her physical needs, rather than her academic needs. This is also in contrast to the
principle of inclusive education, which states that all students should have access to
the same curriculum and learning opportunities.
In addition to these specific words and phrases, the overall tone of Jane's story suggests that
she was not fully included in her school community. She was made to feel different from
other students and she was not given the same opportunities to learn and grow. This is a
clear example of how special education and inclusive education can be confused. In special
education, students are often separated from their peers and they are given specialized
instruction that is not always aligned with the general curriculum. In inclusive education, all
students are educated together in the same classrooms and they have access to the same
curriculum and learning opportunities.
9.1.1.2 How does the story reveal that the physical environment did not accommodate
learners like Jane?
The corridors were endless. This suggests that the school was not designed with the
needs of wheelchair users in mind. The corridors were likely too narrow and
crowded, making it difficult for Jane to move around independently.
Jane had to push herself in a wheelchair. This suggests that there was no accessible
transportation available to Jane. She may have had to rely on other students or staff
to help her get around, which could have made her feel dependent and isolated.
Jane spent hours in physio. This suggests that the school did not have the resources
to provide Jane with the support she needed in the classroom. She may have been
pulled out of class for long periods of time, which could have made it difficult for her
to keep up with the curriculum.
Jane was only offered art and craft classes. This suggests that the school did not
believe that Jane was capable of learning academic subjects. They may have
underestimated her abilities and placed her in classes that were not challenging or
stimulating.
Overall, the story suggests that the physical environment of Jane's school did not
accommodate her needs and that she was not given the same opportunities to learn and
grow as her peers. This is a clear example of how inaccessible physical environments can
make it difficult for students with disabilities to participate fully in school.
2
