INC4801 Assignment 2 (COMPLETE ANSWERS) 2023 (820682) - DUE 5 June 2023

INC4801 Assignment 2 (COMPLETE ANSWERS) 2023 () - DUE 5 June 2023 100% TRUSTED workings, explanations and solutions. For assistance call or us on . Question 1 Explain the following concepts: 1. rights-based epistemology (2) 2. inclusive education (2) 3. index of inclusion (2) 4. universal design for learning (2) 5. normalisation (2) [10] Question 2 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. INC4801 ASSIGNMENT 02 4 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. INC4801 ASSIGNMENT 02 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. INC4801 ASSIGNMENT 02 7 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. 2.1 Briefly describe (in your own words) the five policies that you have chosen. (5) 2.2 Answer the following questions for each of the above-mentioned policies that you have chosen: a. To what extent do you think this policy is implemented in your school and community? What factors do you think help or hinder its implementation? {10} b. What needs to be done to overcome some of the factors that obstruct the implementation of this policy in your school and community? {10} (20) [25] Question 3 Discuss the implementation of the key principles of African philosophies in inclusive education in your country and give practical examples to illustrate your answer. [20] Question 4 Explain, using practical examples, how you would implement the human rights principles in the International Convention on the Rights of Persons with Disabilities (United Nations 2006) in your inclusive classroom. [20] INC4801 ASSIGNMENT 02 8 Question 5 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. In your answer, you could refer to the following themes associated with inclusive education: • provision of information • physical features • inclusive school policies • an individualised educational plan • asset-based assessment • student interactions • staffing and personnel • external links • assessment of achievement • universal design for learning • curriculum and teaching strategies (Winter & O’Raw 2010)