MBISELO PIET TSHABADIRA

INC3701
61979376
ASSIGNMENT 02
QUESTION 1
1.1 Inclusive Education
Inclusive Education is when a school educates children of all abilities and backgrounds.
It means that children with additional learning needs and special educational
requirements are educated within a 'mainstream' learning environment, rather than a
specialist school.
1.2.1 Critical theory
Critical theory underpins inclusive education. Critical theory is a social theory that aims
to criticize and change society as a whole. It criticizes social structure and collective
culture, and criticizes social unfairness, racial oppression, discrimination, and other
social contradictions (Miles & Singal, 2009). Critical theorists include Foucault and
Freire (1972). In inclusive education, critical theory examines how the education system
can successfully and effectively provide education to all. From a critical theory
perspective, inclusive education gives every learner the right to access to education,
and every learner has different strengths and weaknesses. The questions of critical
theory are, among other things,
Key principles of Critical Theory
 Every learner has the right to access to education.
 Challenge social injustices and inequalities.
 Celebrates human diversity.
 Promotes human rights for persons with disabilities.
 Promotes peace by striving to eliminate isolation, labelling, bullying and
discrimination in schools and society.
1.2.2 African Philosophies
African Philosophies are reactionary to varsities of thought that promote colonial
supremacy. The theories on African philosophies provide us with another lens on issues
that influence inclusive education. Such issues include cultural heritage, belief systems
and values that influence the way learners learn. African philosophies has values and
people values include interdependence, communalism, humanness, respect, and equal
value of uniqueness of individual learners.
Elements of Ubuntu and principles of African Philosophy
Sotuku & Duku (2016) have identified the following elements of Ubuntu, which are
central to the principles of African Philosophy:
 Ubuntu values humanness, justice, personhood and morality, as well as diversity
and respect for human dignity.
 Ubuntu values interdependence and dependence – “It takes a village to raise a
child.” – requiring supportiveness, cooperation, and solidarity within the
community.
  Ubuntu promotes a spirit of interconnectedness, social cohesion, respect and
dignity, collectivism and solidarity, communal enterprise and legitimate
leadership. This is closely linked to the promotion of shared values. Teachers
should therefore promote friendliness and harmony in their classrooms, and
reconciliation rather than confrontation.
 Ubuntu facilitates a spirit of compassion, hospitality and sharing especially
towards strangers. However, sharing is not limited to material things, as it
includes knowledge and skills.
1.2.3 Social Constructivism
Vygotsky founded social constructivism in 1931. Social constructivism views disability
as a social construct, deployed against minorities and social marginalisation (Rodina,
2007). It shifts perceptions about disability from a biological and deficit perspective to a
social construct perspective. The zone of proximal development, social interaction and
scaffolding underpin social-cultural and historical theory of social constructivism.
Key principles of Social Constructivism
 Culture and context influence learning.
 The pedagogic approach of active learning.
 Learners construct knowledge from their experiences.
 Learners learn most effectively by doing – they therefore require hands-on,
concrete experiences with a wide variety of interesting activities and materials.
 Learners should be encouraged to explore and experiment.
 Learners should be encouraged to ask and answer questions.
1.3. These are the different epistemologies informing different theoretical assumption in
inclusive education

Educational essentialism is an educational philosophy whose adherents believe that

children should learn the traditional basic subjects thoroughly. Essentialism ensures
that the accumulated wisdom of our civilization as taught in the traditional academic
disciplines is passed on from teacher to student.

Perennialism believes that the focus of education should be the ideas that have lasted
over centuries. They believe the ideas are as relevant and meaningful today as when
they were written. They recommend that students learn from reading and analyzing the
works by history's finest thinkers and writers.

Progressivism believes that individuality, progress, and change are fundamental to

one's education. Believing that people learn best from what they consider most relevant
to their lives, progressivisms center their curricula on the needs, experiences, interests,
and abilities of students.

In idealism, the aim of education is to discover and develop each individual's

abilities and full moral excellence in order to better serve society. The curricular
emphasis is subject matter of mind: literature, history, philosophy, and religion.

Social constructivism theory can inform understanding about how play interactions with
peers support the learning of young children with developmental disabilities in inclusive
programs. The potential exists through play for children to learn through their
interactions with their peers
QUESTION 2
2.1. South Africa has adopted an inclusive education policy in order to address barriers
to learning in the education system. However, the implementation of this policy is
hampered by the lack of teachers’ skills and knowledge in differentiating the curriculum
to address a wide range of learning needs. In this paper we provided a background to
inclusive education policy in South Africa and a brief exposition of an instructional
design approach, Universal Design for Learning (UDL) that addresses a wide range of
learning needs in a single classroom. Since 1994, when democracy was established in
South Africa, there has been a radical overhaul of government policy from an apartheid
framework to providing services to all South Africans on an equitable basis. The
provision of education for learners with disabilities has been part of that process and
the development of an inclusive education system can be traced back to the nation’s
founding document, the Constitution of the Republic of South Africa, Act No. 108 of
1996 (Republic of South Africa 1996). Many countries, including South Africa, are
failing to implement these policies because of lack of parental participation, heavy
workload, inadequate training for teachers, multi-grade challenges, and lack of
resources.
 The Convention on the Rights of Persons with Disabilities (United Nations 2006)
directs how, in terms of article 24, there will be zero rejection of learners on the
basis of their disability. It further puts in place measures for how reasonable
accommodation can be provided in a fully inclusive education system which
makes it possible for every child with a disability to have access to an inclusive,
quality and free primary education and secondary education on an equal basis
with others in the communities in which they live.
 The Convention on the Rights of Persons with Disabilities (United Nations 2006),
specifically article 24.
 The Convention on the Rights of the Child (United Nations 1989), specifically
article 23.
 Education White Paper 6 on Special Needs Education: Building an Inclusive
Education and Training System (Department of Education 2001) outlines how
discriminatory practices and imbalances of the past can be corrected and the
principles of inclusion promoted by focusing on ”overcoming barriers in the
system that prevent it from meeting the full range of learning needs”.
2.2. Most important points on the Salamanca Statement.
Calls for major school reform. Recognises the requirement for and urgency of providing
education for all children, youngsters and adults “within the regular education system”.
Children with “special educational needs” must have access to regular schools because
the best way of addressing discrimination, creating welcoming communities, building an
inclusive society and achieving Education for All.
2.3.1. Universal declaration of Human Rights (United Nations 1948).
Education is a right. primary school should be free. we should always find out about the
UN and the way to induce on with others. the oldsters can choose what their child must
learn. Children must not be discriminated against. the most effective interests of the
kid and also the child’s view should be considered.
2.3.2. Convention on the rights of the Child (United Nations 1989).
Protects the rights of children in all areas of their life. Governments have a responsibility
to:
● Take all available measures to make sure children’s right are
respected, protected and fulfilled.
● Agree to review their laws relating to children.
Call on governments to assess their social services, legal, health and education
system, as well as levels of funding for these services.
2.3.3. World Declaration on Education for All (United Nations 1990).
Is a major milestone in the international dialogue on the place of education in human
development policy. Makes education a top priority; broadens the discussion about
education from its previous, limited focus on access to primary school.
2.3.4. Standard Rules on the Equalisation of Opportunities for persons Disabilities
(United Nations 1993).
Emphasises strong moral and political commitment of governments to take action to
attain equity for persons with disabilities. Document is still a basis for policy-making and
cooperation between countries.
2.5. Eight (8) requirements for the advancement of social cohesion and democracy.
 Education must be available to all citizens, not only for children and youth.
 The world of education and work should be seen as a complementary process,
which operates throughout the lifespan of an individual.
 Full-time, part-time, and own-time education programmes should be developed in
all areas of education and be affordable equal status.
 Education should be seen as a social process that includes all learning that takes
place inside and outside the school.
 Everyone should be guaranteed the right to learn, without any discrimination and
with full equality of opportunity.
 All learners should be given all the support and equipment to be successful.
 The non-formal area, which has been unnoticed in the past, should be developed
and combined with the formal area in an integrated fashion to create a new
system of education.
 The formation of a knowledge-based quality education system, economy and
democratic inclusive society are prerequisites for nation building. In this way,
inclusive education also promotes social justice for every citizens by
acknowledging that
 All learners can learn and needs support to reach their full potential.
 Inclusion is about growing the participation of learners in and decreasing
their exclusion from the cultures, curricula and communities of local
schools so that they respond to the diversity of learners.
QUESTION 3
3.1. The endorsement of inclusive education in most policies in Republic of South
Africa is evidence that the South African government is committed to the thought of
providing equal education to any or all learners. the foremost significant policy is that
the report 6 (Department of Education 2001). This policy clearly specifies the agenda to
supply and facilitate quality education to all or any learners, irrespective of their
characteristics. Provision of quality education refers to how education responds to the
requirements of individual learners, the community and also the world at large. Learners
should feel safe and revered and be able to develop a way of community in their
learning spaces. to supply quality education to all or any learners, the
teacher must model a positive attitude towards inclusion. Teachers who plan their
lessons well beforehand transmit a positive message to the learners
that it's important to contemplate the task of teaching and learning seriously so as to
attain the acquired outcomes.
Quality education includes child-centred pedagogy, outcomes that cover knowledge,
skills and attitudes that are linked to national goals for education, positive participation in
society and environments that are healthy, safe, protective and gender
sensitive which provide adequate resources and facilities for all children (UNICEF
2000). Teachers that acquire skills and knowledge associated with inclusive practices
and demonstrate accepting attitudes are ready to enhance quality education to all or
any learners.
According to the Education for All (EFA) Global Monitoring Report (UNESCO 2005),
quality education should be structured in such the way that it encourages children to
succeed in their full potential in terms of cognitive, emotional and inventive capacities.
As a coach, you're answerable for making your classroom a secure space for learners
where they're encouraged to succeed in their full potential, no matter
their characteristics. A classroom should be an area where a large range of learning
needs are met, differences are celebrated and values and responsibilities are practised.
Learners ask questions freely, accept challenges, demonstrate a high level of self-
esteem and understand the worth of working and cohabitation (Canada Republic of
South Africa Teacher Development Project (CSATDP), 2005).
3.2. Strategies to achieve quality education through the implementation of inclusive
education.
 Widening participation to increase educational opportunity for all learners

The aim of inclusive education is to widen access to education and to push full
participation and opportunities for all learners, including people who are at risk
of exclusion to understand their potential. it's therefore the role of teachers to house an
increasing diversity of learners’ needs within their schools and classrooms
and must prepare and adapt the curriculum in such the way that the requirements of all
learners are sufficiently met. Participation should be promoted in order that all learners
are engaged in learning activities that are meaningful to them (European Agency for
Development in Special Needs Education, 2009). This simply implies that the teachers’
attitudes should even be positive so as to involve and promote participation of all
learners.

 Education and training in inclusive education for all teachers

For teachers to work effectively in an inclusive education settings, they need to have
appropriate knowledge, skills, values and attitudes. All teachers should be prepared to
work in inclusive education whilst in their first training and then have access to further,
in-service training later in their careers. This will ensure that they develop the
knowledge and skills to enhance their inclusive practices.

 Organisational culture and ethos that promotes inclusion

Within any educational institution, a shared culture and ethos based on positive
attitudes towards welcoming a diversity of learners in classrooms and meeting
diverse needs in education is crucial. It is therefore important to involve different people
including parents, teachers, educational staff and the local community. The vision and
mission of the institutions need to consider inclusivity in education, meaning that
there need to be accountability and responsibility for meeting a diverse range of
needs.

 Support structures organised to promote inclusion

Every education institution should have a support structure to address barriers to
learning and responding to diverse learning needs. According to the European Agency
for Development in Special Needs Education (2009), support structures that promote
inclusive education are composed of a range of different specialist services,
organisations and resource centres as well as professionals. For example, support
structures can consist of stakeholders from different departments such as education,
health, social services and safety and security.

3.3 Most significant principles of Inclusive Education.

 We recognize that all children and youth can learn and that all children and youth
need help.
 Educational structures, systems and learning methods can meet the needs of all
learners.
 Recognize and respect learner differences, whether due to age, gender, race,
language, class, disability, HIV, or other infectious disease.
 Broader than formal school education, the perception that learning takes place in
the home, in the community, and in formal and informal environments and
structures.
 Change attitudes, behaviors, teaching methods, curriculums and environments to
meet the needs of all learners.
 Maximize all learners’ participation in the institution’s culture and curriculum,
reveal and minimize barriers to learning.
REFERENCES
Michel Foucault and Paulo Freire: Freire, P. (1972). Pedagogy of the Oppressed.
Middlesex: Penguin.
Rodina, K. (2007). The impact of Vygotsky’s cultural-historical concept of disability
in inclusive pre-school education in Russia. In: B. Siebert (Ed). Integrative Pada-
gogik und kulturhistorische Theorie. Frankfurt: Peter Lang Verlang.
Vygotsky, L. (1931). The collective as a factor in the development of the abnormal
child. In: R.W. Rieber & A.S. Carton (Eds). The collected works of L.S. Vygotsky.
New York: Springer, pp. 191–209.
Miles, S. & Singal, N. (2009). The Education for All and inclusive education debate:
Conflict, contradiction or opportunity. International Journal of Inclusive Education,
14(1): 1–15.
Pantic, N. & Florian, L. (2015). Developing teachers as agents of inclusion and soci-
al justice. Educational Inquiry, 6(3), 331–351.
The Standard Rules on the Equalisation of Opportunities for Persons with Disabili-
ties (United Nations, 1993).
United Nations. (1948). The Universal Declaration on Human Rights, Adopted by
the General Assembly on 10 December 1948.
United Nations. (1989). Convention on the Rights of the Child. Ratified by General
Assembly Resolution 44/25, 20 November 1989.
World Declaration on Education for All (Jomtien, 1990).
UNESCO. (1994). The Salamanca Statement and Framework for Action on Special
Needs Education. Paris: UNESCO.
Inclusive Teaching and Learning for South Africa, Only Study guide for
INC3701
I (full names):
Mbiselo Piet Tshabadira
………………………………………………………………………………………

61979376 INC3701
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