9.1.1.1 The two words used by teachers in the extract that suggest confusion between
special education and inclusive education are:
● "special" (used to describe the treatment Jane received)
● "frail" (used to describe Jane's perceived condition)
The phrase used is "in need of very special care."
9.1.1.2 The story reveals that the physical environment did not accommodate learners like
Jane through the mention of "endless corridors" that made it difficult for Jane to navigate in
her wheelchair.
9.1.1.3 The evidence from Jane's story that suggests the school curriculum did not cater to
learners like Jane is the emphasis on physiotherapy and art and craft activities, which were
seen as ways to occupy her rather than focusing on academic subjects like reading, math,
and preparing for employment.
9.1.1.4 The evidence from Jane's story that suggests the school system did not prepare
learners like her for the world of work is the statement that "no employment was ever
envisaged" for her. This indicates a lack of emphasis on vocational training or developing
skills that could lead to future employment opportunities.
9.1.1.5 a) The school struggled to implement the principle of acknowledging that specially
trained teachers at special schools teach children who experience barriers to learning by not
providing appropriate support or resources for Jane's specific needs.
b) The school struggled to change attitudes, behaviour, teaching methods, curriculum, and
the environment to meet the needs of all learners, as evidenced by the focus on
physiotherapy and art and craft activities rather than addressing Jane's educational and
developmental needs.
9.1.1.6 According to the European Agency for Development in Special Needs Education, the
aim of inclusive education is to ensure that all learners, regardless of their abilities or
disabilities, participate in and benefit from quality education in mainstream schools.
9.1.1.7 To inculcate the necessary skills, knowledge, values, and attitudes in teachers for
implementing inclusive education, professional development programs and training can be
organised. This could include workshops, seminars, and ongoing support to help teachers
understand inclusive pedagogies, strategies for accommodating diverse learners, and
fostering positive attitudes towards inclusion.
9.2.1 The three pieces of evidence from the findings that confirm the classrooms were bare
and unmotivating for learners are:
"There was nothing on the walls, no pictures, no posters, and no charts. Not even the work
of any of the learners was pinned on the walls."
"The children never had any real books to read or take home with them."
"There are no carpets, heaters, or projectors."
special education and inclusive education are:
● "special" (used to describe the treatment Jane received)
● "frail" (used to describe Jane's perceived condition)
The phrase used is "in need of very special care."
9.1.1.2 The story reveals that the physical environment did not accommodate learners like
Jane through the mention of "endless corridors" that made it difficult for Jane to navigate in
her wheelchair.
9.1.1.3 The evidence from Jane's story that suggests the school curriculum did not cater to
learners like Jane is the emphasis on physiotherapy and art and craft activities, which were
seen as ways to occupy her rather than focusing on academic subjects like reading, math,
and preparing for employment.
9.1.1.4 The evidence from Jane's story that suggests the school system did not prepare
learners like her for the world of work is the statement that "no employment was ever
envisaged" for her. This indicates a lack of emphasis on vocational training or developing
skills that could lead to future employment opportunities.
9.1.1.5 a) The school struggled to implement the principle of acknowledging that specially
trained teachers at special schools teach children who experience barriers to learning by not
providing appropriate support or resources for Jane's specific needs.
b) The school struggled to change attitudes, behaviour, teaching methods, curriculum, and
the environment to meet the needs of all learners, as evidenced by the focus on
physiotherapy and art and craft activities rather than addressing Jane's educational and
developmental needs.
9.1.1.6 According to the European Agency for Development in Special Needs Education, the
aim of inclusive education is to ensure that all learners, regardless of their abilities or
disabilities, participate in and benefit from quality education in mainstream schools.
9.1.1.7 To inculcate the necessary skills, knowledge, values, and attitudes in teachers for
implementing inclusive education, professional development programs and training can be
organised. This could include workshops, seminars, and ongoing support to help teachers
understand inclusive pedagogies, strategies for accommodating diverse learners, and
fostering positive attitudes towards inclusion.
9.2.1 The three pieces of evidence from the findings that confirm the classrooms were bare
and unmotivating for learners are:
"There was nothing on the walls, no pictures, no posters, and no charts. Not even the work
of any of the learners was pinned on the walls."
"The children never had any real books to read or take home with them."
"There are no carpets, heaters, or projectors."
