DPP1501 Assignment 7
(COMPLETE ANSWERS) 2025
- DUE 10 September 2025
FOR FURTHER ASSISTANCE PLEASE
CONTACT
, DPP1501: Inclusive Education Assignment
Question 1
1.1 True/False Statements
1.1.1 F – Inclusion is not about creating opportunities for some learners; it is about ensuring that
all learners have equal opportunities to progress, regardless of their diverse needs.
1.1.2 T – Inclusion in education is recognised as a basic human right (as per the Constitution of
South Africa, 1996, and the Salamanca Statement, 1994) and serves as the foundation of a more
just, democratic, and diverse society.
1.1.3 F – The SIAS policy defines barriers to learning as difficulties that may arise within the
learner, the curriculum, the education system, or the broader socio-economic context, not
only within the education system.
1.1.4 T – Negative and discriminatory attitudes manifest in labelling, for instance, when learners
with learning difficulties are automatically placed in special schools without considering
inclusive alternatives.
1.1.5 F – Inaccessible and unsafe buildings typically hinder learners with physical disabilities
(such as mobility impairments), not specifically those with auditory impairments.
1.1.6 T – The African philosophy of ubuntu emphasises treating others with sensitivity, respect,
compassion, and dignity, values which underpin inclusive education.
1.1.7 F – The Salamanca Statement (1994) advocates for flexible curricula and instruction to
create a more accessible environment for all learners, not less accessible.
1.1.8 T – Differentiation of teaching strategies in inclusive classrooms involves adapting
environment, content, pedagogy, and assessment to respond to diverse learner needs.
1.1.9 F – Baseline assessment, not formative assessment, is conducted at the beginning of the
year to establish the starting point. Formative assessment is ongoing during teaching and
learning.
1.1.10 F – Summative assessment is formal and conducted at the end of a learning period (e.g.,
end-of-term exams), while formative assessment is continuous and often informal.
1.2 Purpose of Assessment in Inclusive Settings
(COMPLETE ANSWERS) 2025
- DUE 10 September 2025
FOR FURTHER ASSISTANCE PLEASE
CONTACT
, DPP1501: Inclusive Education Assignment
Question 1
1.1 True/False Statements
1.1.1 F – Inclusion is not about creating opportunities for some learners; it is about ensuring that
all learners have equal opportunities to progress, regardless of their diverse needs.
1.1.2 T – Inclusion in education is recognised as a basic human right (as per the Constitution of
South Africa, 1996, and the Salamanca Statement, 1994) and serves as the foundation of a more
just, democratic, and diverse society.
1.1.3 F – The SIAS policy defines barriers to learning as difficulties that may arise within the
learner, the curriculum, the education system, or the broader socio-economic context, not
only within the education system.
1.1.4 T – Negative and discriminatory attitudes manifest in labelling, for instance, when learners
with learning difficulties are automatically placed in special schools without considering
inclusive alternatives.
1.1.5 F – Inaccessible and unsafe buildings typically hinder learners with physical disabilities
(such as mobility impairments), not specifically those with auditory impairments.
1.1.6 T – The African philosophy of ubuntu emphasises treating others with sensitivity, respect,
compassion, and dignity, values which underpin inclusive education.
1.1.7 F – The Salamanca Statement (1994) advocates for flexible curricula and instruction to
create a more accessible environment for all learners, not less accessible.
1.1.8 T – Differentiation of teaching strategies in inclusive classrooms involves adapting
environment, content, pedagogy, and assessment to respond to diverse learner needs.
1.1.9 F – Baseline assessment, not formative assessment, is conducted at the beginning of the
year to establish the starting point. Formative assessment is ongoing during teaching and
learning.
1.1.10 F – Summative assessment is formal and conducted at the end of a learning period (e.g.,
end-of-term exams), while formative assessment is continuous and often informal.
1.2 Purpose of Assessment in Inclusive Settings
