INC3701
ASSIGNMENT 2
UNIQUE NUMBER: 683258
Question 1
1.1 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 According to the medical model of disability, which learners in ordinary schools are
regarded as ‘outside the boundaries of normal’ and how does this model justify the view that
it holds of such learners?
, Learners who are considered "outside the boundaries of normal" according to the medical
model of disability are those who have a physical or mental handicap that is recognized as a
divergence from the norm. These students are frequently categorized as "disabled" or
"special needs" and are perceived to require special instruction or accommodations in order
to succeed in school.
This viewpoint is justified by the medical paradigm, which focuses on the person's handicap
and the necessity to "fix" or "cure" it in order to make the individual more like the "normal"
community. This concept regards disability as a personal tragedy and lays the blame on the
individual. Individuals bear responsibility for addressing it, rather than society or the
environment. Individuals with disabilities may face stigma and discrimination because of this
approach, as they are perceived to be out of the ordinary and in need of special attention.
1.1.2 Discuss the consequences of being regarded as ‘outside the boundaries of normal’
referred to in 1.1, in reference to learners who are in such a predicament in normal and full-
service schools.
• Marginalization and exclusion: Students who are perceived as "different" or
"abnormal" by their peers may be marginalized and ostracized, leading to feelings of
loneliness and low self-esteem. This can influence their academic achievement as
well as their overall well-being.
• Stigma and discrimination: Students with disabilities or other distinctions may suffer
stigma and discrimination from peers as well as educators. This might result in
unfavourable attitudes and preconceptions, further marginalizing and excluding
these students.
• Limited educational opportunities: Students who are deemed "beyond the norm"
may be refused admission to advanced classes, extracurricular activities, or
assistive technologies. This can stifle their intellectual and personal development.
• Reduced expectations: Students who are thought to be different may face reduced
expectations from educators, resulting in underachievement and a lack of drive.
• Inadequate treatments: The medical paradigm of impairment frequently leads to
inadvertent interventions, such as designating students as "special needs" and
offering segregated education or therapies. This can perpetuate the notion that
these pupils are outliers, further isolating them from their peers.
Overall, being labeled as "outside the norm" can have a major detrimental influence on kids'
academic achievement, personal well-being, and overall life chances. It is critical for schools
to take an inclusive approach that embraces human uniqueness and gives equal
opportunities for success for all children.
Question 2
2.1 The critical theory of inclusive education is underpinned by five key principles. Critically
discuss the principle ‘every learner has the right to access to education’, in reference to the
inclusion of learners with disabilities in the provision of quality education in South Africa or
any country of your choice.
• The idea of equal access to education for learners with disabilities is enshrined in
South Africa's constitution. According to Section 29(1)(a) of the Constitution,
"everyone has the right to an introductory education, including adult introductory
education, and to further education, which the state, through reasonable measures,
ASSIGNMENT 2
UNIQUE NUMBER: 683258
Question 1
1.1 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 According to the medical model of disability, which learners in ordinary schools are
regarded as ‘outside the boundaries of normal’ and how does this model justify the view that
it holds of such learners?
, Learners who are considered "outside the boundaries of normal" according to the medical
model of disability are those who have a physical or mental handicap that is recognized as a
divergence from the norm. These students are frequently categorized as "disabled" or
"special needs" and are perceived to require special instruction or accommodations in order
to succeed in school.
This viewpoint is justified by the medical paradigm, which focuses on the person's handicap
and the necessity to "fix" or "cure" it in order to make the individual more like the "normal"
community. This concept regards disability as a personal tragedy and lays the blame on the
individual. Individuals bear responsibility for addressing it, rather than society or the
environment. Individuals with disabilities may face stigma and discrimination because of this
approach, as they are perceived to be out of the ordinary and in need of special attention.
1.1.2 Discuss the consequences of being regarded as ‘outside the boundaries of normal’
referred to in 1.1, in reference to learners who are in such a predicament in normal and full-
service schools.
• Marginalization and exclusion: Students who are perceived as "different" or
"abnormal" by their peers may be marginalized and ostracized, leading to feelings of
loneliness and low self-esteem. This can influence their academic achievement as
well as their overall well-being.
• Stigma and discrimination: Students with disabilities or other distinctions may suffer
stigma and discrimination from peers as well as educators. This might result in
unfavourable attitudes and preconceptions, further marginalizing and excluding
these students.
• Limited educational opportunities: Students who are deemed "beyond the norm"
may be refused admission to advanced classes, extracurricular activities, or
assistive technologies. This can stifle their intellectual and personal development.
• Reduced expectations: Students who are thought to be different may face reduced
expectations from educators, resulting in underachievement and a lack of drive.
• Inadequate treatments: The medical paradigm of impairment frequently leads to
inadvertent interventions, such as designating students as "special needs" and
offering segregated education or therapies. This can perpetuate the notion that
these pupils are outliers, further isolating them from their peers.
Overall, being labeled as "outside the norm" can have a major detrimental influence on kids'
academic achievement, personal well-being, and overall life chances. It is critical for schools
to take an inclusive approach that embraces human uniqueness and gives equal
opportunities for success for all children.
Question 2
2.1 The critical theory of inclusive education is underpinned by five key principles. Critically
discuss the principle ‘every learner has the right to access to education’, in reference to the
inclusion of learners with disabilities in the provision of quality education in South Africa or
any country of your choice.
• The idea of equal access to education for learners with disabilities is enshrined in
South Africa's constitution. According to Section 29(1)(a) of the Constitution,
"everyone has the right to an introductory education, including adult introductory
education, and to further education, which the state, through reasonable measures,
