Inclusive education assignment PDF

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Inclusive Education assignment INED7211 Adel Phemelo Nkoele 18006194 Question Inclusive education means that any learner that attends the same school is supported to learn, contribute and participate in all aspects of the life of the school. It is also about how we develop and design our schools, classrooms, programs and activities so that all learners can learn and participate all together[ CITATION Lan16 \l 1033 ]. It is making sure that all learners get quality education and meeting the learners diverse needs in a way that is responsive, accepting, respectful and supportive. Inclusive education is very important because every learner can be a part of their community and develop a sense of belonging and become better prepared for life in the community as children and adults. It gives better opportunities for learning[ CITATION Lan16 \l 1033 ]. It assists the learner to work on individual goals while being with other learners their own age and therefore it gives the learners the opportunity to build on friendships with other learners and those friendships provide role models and opportunities for growth. Bronfenbrenner’s bioecological model is a model that suggests the interactions between the child and their environment shapes their development over time[ CITATION Lan16 \l 1033 ]. This model proposes that there are layers of systems that interact which results in change, growth and developments which include physical, biological, psychological, social and cultural[ CITATION Lan16 \l 1033 ]. This model helps us to understand that inclusive education can also be more about development of a person. For example; knowledge, but the theory has links as to why children develop differently and what aspect of development are in the child’s control and which is not[ CITATION Lan16 \l 1033 ]. It investigates both the biological aspect of development and ecology behind it and the environment involved[ CITATION Lan16 \l 1033 ]. This theory is important for teachers to understand because it enables the teacher to make a great relationship with their learners and build a classroom that is open to communication with the parents. Bronfenbrenner created three different systems which are the microsystem, ecosystems and macrosystem. These systems can all act individually on the child, but also can act altogether on the child[ CITATION Wee20 \l 1033 ]. The child has control over the events in their microsystems but both the ecosystems and macrosystems are cut off the child’s control. These systems are very important in a child’s development and certain systems can relate to real life events such as relationships between learners, parents and teachers are all shaped in a child’s microsystem. A child’s ecosystem is shaped around the events that happen in the community. A child’s macrosystem is shaped around social expectations and norms[ CITATION Wee20 \l 1033 ]. The child will then be able to develop and succeed their fullest potential which would lead to the parents and teachers to be able to build good relationships from and surround the child with a positive environment[ CITATION Wee20 \l 1033 ] Most of the time learners go through challenges in the learning process that are a result of an extensive range of experiences in the classroom, at school, at home, in the community, and as a result of health conditions or disability[ CITATION Edu14 \l 1033 ]. Barriers to learning and development may include, socio-economic aspects for example, the lack of access to basic services, poverty and underdevelopment, causes that place learners at risk, like for instance, physical, emotional and sexual abuse, political violence, HIV and AIDS and other chronic health conditions, attitudes, implementation of strict curriculum at school, language and communication, inaccessible and unsafe structural environments, improper and inadequate arrangement of support services, parents lack to recognize and involve

themselves, disability, the lack of human resource development strategies, accessible learning and teaching support materials and assistive technology is unavailable[ CITATION Edu14 \l 1033 ]. To make educator’s aware of circumstances in South Africa that may contribute to barriers to learning, is when learners seem to be faced with these barriers, the educator needs to review the curriculum challenges faced by the learner in one or more areas of learning, this could be found in the learners workbooks, this is identifying the personal and contextual barriers[ CITATION Dep08 \l 1033 ]. Then the educator needs to put a focus on the contextual factors, this can include the positive or negative impacts on the learners potential for development and learning, this is when the educator identifies the barriers and enables the factors in the classroom and school[ CITATION Dep08 \l 1033 ]. Then the educator can communicate with the role players of the learners, this could include the parents and they could communicate about the barriers that the learner is going through, this can allow the educator and parent to discuss the barriers and come with a way forward for the learner[ CITATION Dep08 \l 1033 ]. Then the educator can give enough information on ways the school and educators can effectively support the learner[ CITATION Dep08 \l 1033 ]. Ways in which these barriers can be addressed could be with visual timetables. Allowing children access to a visual representation of their routine, that could help them to understand the structure of their day in a way that is easier to access[ CITATION Str20 \l 1033 ]. It is important for these timetables to be updated each day to make sure that children are always updated on any changes. The Maslow’s Hierarchy of needs can be used to develop our pedagogical understanding of learners who are facing the barriers to their learning. For example, the, physiological section of the model shows us, how the learner’s most basic needs must be met for them to be able to concentrate and therefore progress in class[ CITATION Lan16 \l 1033 ]. The important areas of change, is helping to establish mechanisms at the community level for the early identification of severe learning difficulties, developing the professional capacity of all educators in curriculum development and assessment, the promotion of quality assurance and quality improvement, the mobilizing of public transport, the effects of HIV/AIDS and other infectious diseases, the establishment of institutional-level support terms, the identifying, designing and establishing full-service schools, public adult learning centres , and further and higher education institutions, establishing district support teams, strengthening the capacities of all advisory bodies, and building capacity in all education departments[ CITATION Dep01 \l 1033 ].

References Anon., n.d. Strategies for effective teaching and learning. [Online] Available at: https://szahid47.wordpress.com/addressing-barriers-to-learning/ [Accessed 15 August 2020]. Anon., n.d. Weebly. [Online] Available at: https://bronfenbrenner3040.weebly.com/summary-of-bronfenbrenners-work.html [Accessed 15 August 2020]. education, D. o., 2001. Department of education. [Online] Available at: http;//www.education.gov.za [Accessed 14 August 2020]. Education, D. o., 2008. Department of Education. [Online] Available at: https://www.education.gov.za/ [Accessed 1 August 2020]. Education, D. o. B., 2014. POLICYON SCREENING, IDENTIFICATION,ASSESSMENT AND SUPPORT. [Online] Available at: Http://www.education.gov.za [Accessed 24 July 2020]. Landsberg, E., Kruger, D. & Swart, E., 2016. Addressing Barriers to Learning. Third ed. Pretoria: Van Schaik....