IAE1501 Assignment 2 2024 | Due 20 June 2024

Description

1. 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
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?
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)
ASSIGNMENT 02
IEA1501- 2024
7
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.
•