as a teacher it is important to be inclusive. so these slides address the issue of inclusion in classrooms. reference Dr Maseko. University Of Johannesburg, presented 2019.

1. PRINCIPLES OF
INCLUSIVITY
18 SEPTEMBER 2019

2. Outcomes of the session
• Know what inclusivity is
• Become aware of the elements of inclusive teaching and training
practices and how to apply them
• Be able to evaluate materials
• Be able to adapt texts to make them more inclusive
• Know about ways of creating inclusive materials

3. Special needs model
• Segregation
• Isolation
• Stigmatizing

4. Medical model
• Physical disability
• Fixing the problem
• See the child as a problem

5. Activity
Understandings of inclusivity
• In pairs, discuss your understanding of the word ‘inclusivity’
• Take notes so you can share your thoughts with the whole
group later

6. Three layers of inclusivity
• Access and equity
• Valuing the knowledge and experiences of all groups
• Critical analysis of disadvantage

7. Principles of Inclusivity
• Acknowledge individuals have unique and particular needs in
the learning and work environment.
• Respect each individual’s right to express and present
themselves relative to their religion, culture, ethnic background,
sexual orientation, gender identity, physical and mental ability

8. • Promote inclusivity by reasonably adjusting procedures, activities
and physical environments.
• Focus on the capability of the individual without assumptions or
labels.
• Be inclusive in all forms of communication.
• Serve all with sensitivity, respect, and fairness

9. Inclusion and empowerment
Minority groups of learners are ‘empowered’ or ‘disabled’ by four
major characteristics of their educational context:
• How much the home language and culture are incorporated
into the curriculum and how the culture is acknowledged
• How much minority communities are encouraged to participate
in the learners’ education

10. • How much the education causes learners to want to become
active seekers of knowledge and not just passive receivers
• How much assessment avoids placing problems with the learners
and looks to the social and educational system or curriculum to
find the problems

11. Inclusive practice
Inclusive teaching and training practice is about:
• reflecting on your practice
• accepting different points of view and interpretations
• giving learners opportunities to share their knowledge, cultural
perspectives and understandings
• working Two-Way in preparing, teaching and training
• critically evaluating texts to be used with learners

12. Inclusivity and texts
When evaluating teaching and learning materials, consider the following
aspects:
• inclusivity of content
• culturally
• socially
• historically
• inclusivity of language/linguistic features

13. Adapting materials
• content
• language
• design

14. • It is not about learners with disabilities, it is about the needs of all
learners.

15. Policies guiding inclusion
• The objective of any education system is one of providing quality
education for all learners, regardless of their educational level and all
learners deserve nothing less than a quality education and training that
would provide them with opportunities for lifelong learning, the
world of work and meaningful participation in society as productive
citizens

16. Constitution of the Republic of South-Africa
No 108 of 1996 (Bill of Rights, Chapter 2)
• In 1996, South Africa adopted a ground-breaking Constitution which legally
entered the basic human rights of all people.
• The Constitution legislated that all people are equal and thus have equal rights,
including the fundamental right to basic education prohibiting unfair
discrimination "against anyone on one or more grounds, including race, gender,
sex, pregnancy, marital status, ethnic or social origin, sexual orientation, age
disability, religion, belief, language and birth".

17. • The Constitution further provides a special challenge to all of us
by requiring that we give all learners the fundamental right to
basic education addressing the imbalances of the past by focusing
on the key issues of access, equity and redress

18. Convention on the Rights of Persons
with Disabilities – (United Nations)
• The convention places an obligation on the system to recognize the right
• providing equal opportunity to lifelong learning for all in an inclusive education
system at all levels without discrimination
• The Convention further places an obligation on Government to ensure that
persons with disabilities are not excluded from the general education system on
the basis of disability, and that they can access an inclusive, quality and free
primary, and secondary education on an equal basis with others in the communities
in which they live.

19. South African Schools Act, no. 84 of 1996
• Section 5 of SASA makes provision for all schools to be full-service schools by
stating that public schools may not administer any test related to the admission of
a learner to a public school.
• Full service schools are defined as schools that will be equipped and supported
for the full range of learning needs among all our learners. In building capacity of
these schools, special emphasis will be placed on inclusive education, which
includes flexibility in teaching and the provision of education.

20. In determining the placement of a learner with special education
needs/barriers to learning:
• The head of department and principal must take into account the
rights and wishes of the parents of such learner
• Taking into account what will be in the best interest of the
learner.

21. • Section 12 of SASA outlines how this should happen by stating that:
• The Member of the Executive Council must, where reasonably practicable, provide
education for learners with special education needs/barriers to learning at ordinary
public schools
• By providing relevant educational support services for such learners
• And taking all reasonable measures in ensuring that physical facilities at public
schools are accessible to disabled persons.

22. White Paper 6: Building an Inclusive
Education and Training System, (2001)
White Paper 6 outlines the government's intervention strategy aimed at:
• Ensuring that children who experience various barriers to learning and
development have access to quality education.
It presents a vision which recognizes:
• the rights of all South African children to an equitable education,
reflecting the Constitutional rights to human dignity and quality
education

23. • Acknowledging that all children and youth can learn and that they
need support;
• Enabling education structures, systems and learning methodologies to
meet the needs of all learners;
• Acknowledging and respecting difference in learners, whether due
to age, gender, ethnicity, language, class, disability or HIV status;

24. • Acknowledges that learning occurs in the home, the community, and
within formal and informal structures;
• Changing attitudes, behaviour, teaching methods, curricula, and
environment to meet the needs of all learners;
• Maximizing the participation of all learners in the culture and
curriculum of educational institutions, and uncovering and
minimizing barriers to learning.

25. SIAS Policy
• The National Department of Education developed National Strategy
on Screening, Identification, Assessment and Support (SIAS Strategy).
• This is directed at determining the nature and level of support
required by learners with special education needs

26.  It also outlines the procedures to ensure that all learners with level
4 and 5 (learners who require moderate and high levels) of support
such as learners with disabilities and receive social security grants, are
admitted to schools and receive the necessary support

27. ACTIVITY
DISCUSS THE FOLLOWING:
• Exclusion in educational discourse
• Access and Rights to education