INC4801 Assignment 2 (100% ANSWERS) 2025 - DUE 21 July 2025

INC4801 Assignment 2 (100% ANSWERS) 2025 - DUE 21 July 2025....As an Honours student of Inclusive Education, you are given a platform/opportunity to address a country which has just started introducing Inclusive Education. Critically analyse the progress that has been made by South Africa and Finland in the implementation of Inclusive Education. Using practical examples, discuss how you would implement the key principles of social constructivism in your inclusive classroom Read the following timeline of South African and African policies. Choose five (5) policies that particularly interest you from the list below and read their summaries. Then answer the questions that follow. YEAR DOCUMENT TITLE WHAT IMPACT IT HAS ON INCLUSIVE EDUCATION 1990 African Union: African Charter on the Rights and Welfare of the Child Emphasises the need to include African cultural values and experiences when dealing with the rights of the child, as their realities are particular to Africa. Any custom, tradition, cultural or religious practice that is inconsistent with children’s rights is discouraged. 1996 The South African Constitution and Bill of Rights Supports the rights to basic education, a safe environment and acting in the best interest of the child. 1996 The South African Schools Act Articulates the roles and responsibilities of public schools. Ended the system of separate schooling based on race and created a single system for all learners. Right of equal access to basic and quality education for all learners without discrimination of any sort. No learner may be denied admission to an ordinary school on any grounds. The first step towards a single, inclusive education system for South Africa. 2001 Department of Education (DoE): Education White Paper 6: Special Needs Education: building an inclusive education and training system Suggests structural and programme changes to South Africa’s education system so that diverse learners can be included in mainstream schools. Outlines an inclusive education system in which all learners have equal access to quality educational opportunities. Recognises the importance of developing learners’ strengths and of empowering and enabling learners to participate actively and critically in the learning process. 2005 The South African Children’s Act Protects the rights of children so they can grow up safely and develop well. If abused or neglected, they will be helped to recover. Children are allowed to have their say and participate in decisions that affect their lives. It values and protects families. Ensures proper and safe after-care, crèches, drop-in centres and child- and youth-care centres. INC4801 ASSIGNMENT 02 5 2015 Department of Higher Education and Training (DHET): Revised Policy on Minimum Requirements for Teacher Education Qualifications All teachers need to be familiar with what is required to implement inclusive education practices. 2011 Department of Basic Education (DBE): Policy on Screening, Identification, Assessment and Support (SIAS) Framework of procedures to identify, assess and provide programmes for all learners who need additional support to boost their participation and inclusion in school. 2011 DBE: Guidelines for Responding to Learner Diversity in the Classroom Strategies for differentiated teaching and learning to meet the diversity of learners’ needs. 2011 South African Council for Educators (SACE): Draft Professional Teacher Standards Describes ten principles for professional teaching. You are a Departmental Head of the Senior Phase. Briefly explain how you would advise educators in implementing the key principles of Ubuntu in their inclusive classrooms by giving practical examples. 6 2012 DBE: National Curriculum and Assessment and Policy Statement Grades R–12 States what should be in the curricula for each grade in South Africa, and how it should be assessed. 2012 The South African National Development Plan 2030 Promotes nation building as a key element within social cohesion schemes. Identifies 31 actions that will help to achieve this, based on values, equal opportunities, inclusion, cohesion, citizenship and leadership. 2013 African Union: Agenda 2063 – Africa’s Agenda for Children Strategic plan for the socioeconomic transformation of the continent. Emphasises the importance of education and children’s civil and political rights as the foundations of sustainable, rights-based development. 2014 Southern African Development Community (SADC): Care and Support for Teaching and Learning (CSTL) framework Aims to realise the educational rights of all children, including those who are most vulnerable, by addressing barriers to learning and participation. Supports schools through nine programmes to become inclusive centres of teaching, learning, care and support. 2018 DBE: Draft Norms and Standards for Funding Addresses how an inclusive education system will be funded and resourced. 2018 DHET: Standards for Inclusive Teaching Identifies standards for the development of inclusive teachers in five key areas: valuing and understanding learner diversity; agency for social justice and inclusion; collaborating to enable inclusive teaching and learning; developing professionally as an inclusive teacher, employing classroom practices that promote learning for all. Evaluate your country's inclusive education policies in relation to international standards. Identify key challenges in their implementation and propose practical, context-specific strategies for improvement Critically evaluate the present state of inclusive education in your country. Add a short paragraph describing how COVID-19 has impacted inclusive education in your country. Analyse the impact of the United Nations Convention on the Rights of Persons with Disabilities on the development and implementation of inclusive education policies in signatory countries, focusing on your own country as an example. You are a Departmental Head of the Senior Phase. Briefly explain how you would advise educators in implementing the key principles of Ubuntu in their inclusive classrooms by giving practical examples. Describe the core principles of African philosophies such as ubuntu, communalism and interconnectedness, and explain how these principles can be applied to create inclusive classrooms within your context. As an Honours student of Inclusive Education, you are given a platform/opportunity to address a country which has just started introducing Inclusive Education. Critically analyse the progress that has been made by South Africa and Finland in the implementation of Inclusive Education. You are a Departmental Head of the Senior Phase. Briefly explain how you would advise educators in implementing the key principles of Ubuntu in their inclusive classrooms by giving practical examples. Define inclusive education and discuss its importance in your context, referring to your specific country, including its socio-cultural, economic, and political landscape. Using practical examples, discuss how you would implement the key principles of social constructivism in your inclusive classroom As an Honours student of Inclusive Education, you are given a platform/opportunity to address a country which has just started introducing Inclusive Education. Critically analyse the progress that has been made by South Africa and Finland in the implementation of Inclusive Education.