INC3701 ASSIGNMENT 2 2024 WELL ELABORATE ANSWERS

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? According to the medical model of disability, learners who are regarded as 'outside the boundaries of normal' are those who have physical, sensory, intellectual or emotional impairments that are seen as deviations from the typical or 'normal' functioning of the human body and mind. These learners are often diagnosed and labeled based on their disabilities and are viewed as needing special education services that are different from those offered to their non-disabled peers. The medical model of disability justifies the view that it holds of such learners by portraying them as deficient or impaired individuals who require medical or therapeutic interventions to overcome their limitations and become more 'normal' or 'functional'. 1.1.2 Discuss the consequences of being regarded as ‘outside the boundaries of normal’ referred to in The consequences of being regarded as 'outside the boundaries of normal' are many and varied. In ordinary schools, learners with disabilities may face social stigma, discrimination, and bullying from their peers, as well as low expectations, exclusion from extracurricular activities, and lack of access to appropriate educational resources and accommodations. They may also experience negative attitudes and biases from their teachers, who may view them as problematic, burdensome or incapable of learning. In full-service schools, these learners may face additional challenges related to the lack of appropriate support and accommodations, such as inaccessible physical environments, inadequate teaching and learning resources, and a lack of teacher training and awareness on disability issues. All these factors can lead to lower academic achievement, reduced selfesteem, social isolation, and limited opportunities for personal and social development. 1.1, in reference to learners who are in such a predicament in normal and fullservice schools. 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 principle 'every learner has the right to access to education' is a fundamental human right enshrined in international and national legal frameworks, including the United Nations Convention on the Rights of Persons with Disabilities and the South African Constitution. This principle recognizes that every person, regardless of their background, identity, or abilities, has the right to quality education that is inclusive, equitable, and responsive to their diverse needs and aspirations. In the context of learners with disabilities, this principle implies that they should have equal access to all aspects of education, including curriculum, teaching and learning materials, assessment, extracurricular activities, and support services, without discrimination or segregation. However, in many countries, including South Africa, the realization of this principle remains a challenge, as learners with disabilities continue to face various barriers to accessing quality education. These barriers may include physical, sensory, or communication barriers, as well as attitudinal, financial, and systemic barriers. To ensure that every learner with a disability has the right to access to education, it is necessary to adopt a comprehensive approach that addresses these barriers through policy, practice, and advocacy. 2.2 Discuss, giving practical examples, how you would implement the following two principles of critical theory in your inclusive classroom: 2.2.1 Challenge social injustices and inequalities To challenge social injustices and inequalities in the classroom, teachers can adopt a critical pedagogy approach that encourages learners to question, analyze and challenge the dominant social norms, values, and power relations that perpetuate discrimination and marginalization. This can involve engaging learners in critical discussions and debates on issues of social justice, diversity, and inclusion, and encouraging them to identify and challenge social inequalities in their own lives and communities. Teachers can also model inclusive and equitable practices by creating a safe and respectful learning environment that values and celebrates diversity, promotes empathy and understanding, and fosters social cohesion and mutual respect. 2.2.2 Promote peace by striving to eliminate isolation, labelling, bullying and discrimination in class To promote peace by striving to eliminate isolation, labeling, bullying, and discrimination in the classroom, teachers can adopt a restorative justice approach that focuses on repairing harm, restoring relationships, and building community. This can involve implementing restorative practices, such as restorative circles, conferences, or dialogues, that encourage learners to express their feelings, needs, and concerns, and to work collaboratively to resolve conflicts and prevent future harm. Teachers can also create a culture of respect Question 3 3.1 You are teaching a Grade 5 inclusive class with 35 learners. How would you incorporate the following two principles of social constructivism in your lesson planning to ensure effective teaching that benefits all your learners? 3.1.1 Culture and context influence learning