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Question: Assignment 02 questions Read the following case study carefully and answer all the questions that follow: Tshepo, a bright and enthusiastic five-year-old, was diagnosed with autism spectrum disorder (ASD) at the age of three. Tshepo cannot communicate verbally although his parents understand his gestures. He does not like loud noises and would run away when he feels unsafe. Despite his intelligence and eagerness to learn, Tshepo encountered significant barriers when his parents sought admission to mainstream schools in their neighbourhood. Many schools cited their lack of resources and expertise to accommodate Tshepo's needs, leading to his exclusion from mainstream education. The challenges faced by Tshepo and his family were multifaceted. They encountered prejudice and misconceptions about Tshepo's abilities from school authorities and peers. Additionally, the limited availability of special education programmes further exacerbated their struggles to find a suitable learning environment for Tshepo. The emotional toll of rejection and the fear of stigmatisation weighed heavily on Tshepo's parents as they navigated the education system. Determined to provide Tshepo with quality education despite the hurdles, his parents sought support from advocacy groups and disability rights organisations. With their guidance, Tshepo's family was informed about international policies that influence inclusive education. As a signatory to these international policies and legislation on inclusive education, South Africa has also passed and enforced several policies and - 2024 6 pieces of legislation on inclusive education. As such, Thepo’s parents explored alternative educational options and found a specialised inclusive school equipped to cater to his needs. This school offered a supportive environment where Tshepo could thrive academically, socially and emotionally. The transition to the inclusive school marked a turning point in Tshepo's educational journey. With access to tailored support and individualised learning plans, Tshepo made remarkable progress in his academic and personal development. The inclusive environment fostered a sense of belonging and acceptance, empowering Tshepo to embrace his unique abilities and build meaningful connections with his peers. 1. Define inclusive education (4) and explain why inclusion is important in education and society (6) [10] 2. What could Tshepo’s Grade R teacher do to ensure equality in her classroom? [10] • Recognise, respect and accept the diversity and needs of children • Recognise that children’s needs are sometimes best met in different ways • Ensure that children are not treated differently or unfairly based on their race, gender, disability, religion or beliefs, sexual orientation or age • Provide equal opportunities in terms of access, participation and benefits for all children and their families • Treat all children fairly • Create an inclusive culture for all children • Ensure equal access to opportunities • Enable all children to develop to their full potential • Equip children with the skills to help them challenge inequality and discrimination • Prepare learning materials that do not discriminate against any individuals or groups • Ensure that your classroom policies, procedures and processes are not discriminatory 3. Identify four barriers (4) that Tshepo experienced and state if the identified barriers are intrinsic or extrinsic barriers (4). Give a reason for your choice of barrier type (4). [12] Use the following table to provide your answer. Barrier Intrinsic or extrinsic barrier Reason 1. (1) (1) (1) 2. (1) (1) (1) 3. (1) (1) (1) 4. (1) (1) (1) 4. We read that Tshepo’s parents received support from advocacy groups and disability rights organisations. Explain the principles of ubuntu by referring to the role these support groups played for the family. [8] 5. Identify two international policies that emphasise inclusive education for children with disabilities like Tshepo (2). Briefly explain these policies and their relevance to Tshepo’s case (8). [10] Document title Relevance to Tshepo’s case 1. • 2. •
1. **Define inclusive education (4) and explain why inclusion is important in education and society (6)** **Inclusive Education:** Inclusive education is an approach where students of all abilities and backgrounds learn together in the same classrooms. It involves providing equal opportunities for all students, including those with disabilities, to participate fully in the educational process. This means ensuring all students have access to the curriculum, extracurricular activities, and social interactions in a supportive environment that accommodates diverse learning needs. **Importance of Inclusion in Education and Society:** 1. **Equitable Access:** Inclusive education ensures that all students, regardless of their abilities, have equal access to educational opportunities. 2. **Reduction of Stigma:** By learning alongside their peers, students with disabilities are less likely to experience stigma and discrimination. 3. **Social Development:** Inclusive settings foster social development and peer relationships, which are crucial for personal growth. 4. **Preparation for Work and Life:** Inclusion in school prepares students for diverse workplaces and communities, promoting societal integration. 5. **Empowerment and Advocacy:** Inclusive education empowers students with disabilities and their families to advocate for their rights and needs. 6. **Economic Benefits:** An inclusive educational system can contribute to reducing long-term social and economic costs by promoting independence and productivity among individuals with disabilities. 2. **What could Tshepo’s Grade R teacher do to ensure equality in her classroom?** To ensure equality in her classroom, Tshepo's Grade R teacher can: 1. **Recognise, respect, and accept the diversity and needs of children:** Tailor teaching methods and materials to meet the diverse learning needs. 2. **Adapt teaching strategies:** Understand that children's needs may be best met in different ways and adapt strategies accordingly. 3. **Nondiscriminatory practices:** Ensure no child is treated differently or unfairly based on race, gender, disability, religion, beliefs, sexual orientation, or age. 4. **Provide equal opportunities:** Ensure equitable access to resources, participation, and benefits for all students and their families. 5. **Fair treatment:** Treat all children fairly and equitably. 6. **Inclusive culture:** Create a classroom environment that is inclusive and welcoming to all students. 7. **Ensure equal access:** Guarantee all children have equal access to classroom resources and learning opportunities. 8. **Promote potential development:** Enable all children to develop to their fullest potential by providing necessary support. 9. **Challenge inequality:** Equip students with the skills to recognize and challenge inequality and discrimination. 10. **Non-discriminatory materials:** Prepare and use learning materials that do not discriminate against any groups or individuals. 11. **Inclusive policies:** Ensure classroom policies and procedures are non-discriminatory and supportive of all students. 3. **Identify four barriers that Tshepo experienced and state if the identified barriers are intrinsic or extrinsic barriers. Give a reason for your choice of barrier type.** | **Barrier** | **Intrinsic or Extrinsic Barrier** | **Reason** | |-------------------------------------------|-----------------------------------|-----------------------------------------------------------------------------------------| | 1. Lack of verbal communication | Intrinsic | This barrier is related to Tshepo's individual abilities and his autism diagnosis. | | 2. Prejudice and misconceptions by schools| Extrinsic | It arises from the attitudes, beliefs, and understanding of people in the educational system.| | 3. Limited availability of special programs| Extrinsic | It is due to external factors related to resources and policies within the education system.| | 4. Emotional toll on parents | Extrinsic | It is due to external pressures and societal attitudes affecting Tshepo's family's well-being.| 4. **Explain the principles of ubuntu by referring to the role these support groups played for the family.** The principles of ubuntu, which emphasize human interconnectedness, compassion, and community, are reflected in the support provided by advocacy groups and disability rights organizations for Tshepo's family. Ubuntu is often summarized by the phrase "I am because we are," highlighting the importance of collective support and shared humanity. 1. **Connectedness:** The support groups fostered a sense of community and belonging, ensuring Tshepo and his family did not feel isolated during their struggle. 2. **Compassion and Empathy:** These organizations showed empathy towards the challenges faced by Tshepo's family and provided emotional and practical support. 3. **Solidarity:** Advocacy groups stood in solidarity with Tshepo's family, advocating for their rights and supporting their fight for inclusive education. 4. **Collective Care:** The principles of ubuntu were exhibited through the collaborative efforts to create a more inclusive educational environment, reinforcing the idea that the community is responsible for the well-being of all its members. 5. **Identify two international policies that emphasize inclusive education for children with disabilities like Tshepo (2). Briefly explain these policies and their relevance to Tshepo’s case (8).** | **Document Title** | **Relevance to Tshepo’s case** | |-------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------| | 1. Convention on the Rights of Persons with Disabilities (CRPD) | **Explanation:** This UN document mandates countries to ensure inclusive education systems at all levels for persons with disabilities. <br> **Relevance:** It provides the legal framework that supports Tshepo's right to inclusive education, ensuring that he is not discriminated against and has access to necessary accommodations. | | 2. Salamanca Statement and Framework for Action on Special Needs Education | **Explanation:** Adopted by UNESCO, this statement advocates for inclusive education as the norm and outlines guidelines for implementing inclusive policies. <br> **Relevance:** It underscores the importance of inclusive education for all children and influenced South African policies, thus helping Tshepo's parents in advocating for his inclusion in mainstream education. | These policies collectively emphasize the importance of inclusive education and provide a solid foundation for advocating for the rights of children like Tshepo, ensuring their inclusion in regular educational settings with necessary support and accommodations.
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