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INC3701 ASSIGNMENT 3 S1 2023

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The document discusses two stories, one about Jane and the other about Handsome K, and addresses various questions related to inclusive education. In Jane's story, evidence is presented that suggests the confusion between special education and inclusive education, lack of accommodation in the physical environment, curriculum limitations, and inadequate preparation for the world of work. Handsome K's story highlights weaknesses in reading and writing skills, as well as a negative attitude towards reading, while showcasing strengths in sports, drawing, and reciting poems. The struggles of the teachers in understanding multiple intelligences and the connection between multiple intelligences and inclusive education are discussed. The document also examines similarities in the teachers' attitudes in both stories and identifies the underlying barrier of a lack of awareness and understanding of inclusive education principles. Lastly, it emphasizes the importance of supporting teachers through professional development and collaborative networks to facilitate their commitment to inclusive changes in teaching practices.

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LOLA JACOBS ASSIGNMENTS 0618151315




INC3701
Assignment number: 03
Year: 2023 (SEMESTER 1)




PREVIEW:
9.1.1.1 Two words and one phrase used by teachers in the extract from Jane's
story that suggest they were still confusing special education with inclusive
education are "special" and "frail," and the phrase "in need of very special
care."
9.1.1.2 The story reveals that the physical environment did not accommodate
learners like Jane because Jane mentions pushing herself in her wheelchair
down endless corridors, indicating that the school did not have proper
accessibility features like ramps or elevators for students with physical
disabilities.



1

, LOLA JACOBS ASSIGNMENTS 0618151315

Questions for Assignment 03

9.1 Read the story below about Jane and respond to the questions that follow.

Jane’s story

I remember sending my mother all-round the shopping centre – I must have driven
her mad – to buy me a local school uniform, even though I didn't go there. I didn't
particularly like the way I was treated by school staff – special, frail, in need of very
special care. My memories of junior school were not learning to read, add or
multiply, nor even how to keep pets.... no, they were of endless hours of physio,
tons of art and craft (this was recognised as something I could do and would
content me in my adulthood, since no employment was ever envisaged) and
pushing myself in my wheelchair down endless corridors and, consequently being
tired.' Jane Campbell, 1992.

Adapted from Simon Gardner, 1992




9.1.1 Read the Principles of Inclusive Education (Department of Education, 2001,
p.18) and answer the questions below:

9.1.1.1 Identify two (2) words and one (1) phrase used by teachers in the extract
from Jane’s story that suggest that they were still confusing special education
with inclusive education. [3]

9.1.1.2 How does the story reveal that the physical environment did not
accommodate learners like Jane? [2]

9.1.1.3 Highlight the evidence from Jane’s story that suggests that even the
school curriculum did not cater for learners like Jane? [2]



9.1.1.4 Identify the evidence from Jane’s story that suggests that the school system
did not prepare learners like Jane for the world of work.
[2]



2

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