1.

Special Needs and Inclusive Education Historical Perspectives

Historical Context of Special Needs Education:

 Pre-20th Century:
o Historically, individuals with disabilities were often marginalized or hidden.
Special education was minimal, and many were excluded from formal
education.
o Institutions for individuals with disabilities were primarily custodial, focused
on segregation rather than education.
 Early 20th Century:
o The establishment of special schools marked a shift towards segregating
students based on their needs.
o Influences of eugenics and the medical model shaped special education
practices, focusing on diagnosing and categorizing disabilities.
 Post-World War II:
o The disability rights movement began gaining traction, leading to a push for
more inclusive practices.
o Key legislation like the Education for All Handicapped Children Act (1975) in
the USA began promoting inclusive education.
 Late 20th Century:
o The Salamanca Statement (1994) emphasized inclusive education as a
fundamental principle.
o South Africa’s transition from apartheid saw a shift towards inclusive
education policies, emphasizing integration and equity.

Key Figures and Legislation:

 John Dewey (1859-1952):

o Advocated for progressive education and the idea that all students should learn
in inclusive environments.
 Education for All Handicapped Children Act (1975):
o Mandated free and appropriate public education for children with disabilities
in the US.
 Salamanca Statement (1994):
o Called for inclusive education systems to accommodate all children within
mainstream schools.

2. Theories of Inclusive Education

Integration vs. Inclusion:

 Integration:
o Focuses on placing students with disabilities into regular education settings
with the expectation that they adapt to the existing system.
o Often involves minimal modifications to the curriculum or teaching methods.
 Inclusion:
 o Emphasizes restructuring the education system to accommodate all students,
including those with disabilities, within the mainstream environment.
o Focuses on adapting the curriculum, teaching methods, and school
environment to meet diverse needs.

Models of Disability:

 Medical-Deficit Model:
o Views disability as a deficiency within the individual that needs to be fixed or
managed.
o Focuses on treatment and remediation to help the individual fit into the
existing educational system.
 Social Model:
o Argues that disability is not solely a medical issue but is created by societal
barriers and attitudes.
o Promotes the reconstruction of systems and environments to be more inclusive
and accommodating of diverse needs.

Key Theoretical Perspectives:

 Barton (1998):
o Described inclusion as placing the welfare of all citizens at the center of
consideration and recognizing the politics of difference.
 Ainscow et al. (2006):
o Identified various perspectives on inclusion, including focusing on disabled
students, responding to disciplinary exclusion, and developing schools for all.
 Glazzard (2014):
o Emphasized inclusion as a proactive stance requiring schools to make
adaptations for diverse learners and ensuring compliance with equality
legislation.

3. Inclusive Education Policy in South Africa

Historical Background:

 Apartheid Era:
o Education was segregated by race and disability, leading to unequal resources
and opportunities.
o Special schools were often racially segregated, with disparities in educational
quality.
 Post-1994 Reforms:
o Shifted focus from segregation to inclusion, emphasizing equity and non-
discrimination.

Key Policy Documents:

 White Paper on Education and Training in a Democratic SA (1995):

 o Introduced concepts of equity and non-discrimination in education.
 The South African Schools Act (1996):
o Provided a framework for inclusive education and access to quality education
for all learners.
 White Paper 6: Building an Inclusive Education and Training System (2001):
o Focused on overcoming barriers to learning and ensuring that the education
system can meet a range of learning needs.

Standards for Inclusive Education:

 Standard 1: Access:
o Ensures non-discriminatory admission policies and accessible physical
infrastructure.
o Advocates for Universal Design principles to make environments accessible to
all learners.
 Standard 2: Staff Competence, Training, and Quality Education:
o Requires pre-service and in-service training for teachers on inclusive
pedagogy.
o Promotes continuous professional development and quality education
strategies.
 Standard 3: Curriculum and Assessment:
o Encourages curriculum differentiation and multi-level teaching.
o Advocates for various assessment methods, including verbal, visual, and
performance-based.
 Standard 4: Provision of Assistive Devices, Materials, and Resources:
o Calls for training in assistive technology and collaboration with stakeholders
for resource provision.
o Ensures the availability of modified materials and proper maintenance of
assistive devices.

4. Implementation of Inclusive Education Policy in South Africa

Challenges and Barriers:

 Funding and Resources:

o Insufficient funding and capacity at provincial levels impact the
implementation of inclusive education.
o Disparities in resource allocation between special and mainstream schools.
 Teacher Training and Attitudes:
o Teachers often report a need for more training and support in implementing
inclusive practices.
o Negative attitudes and lack of collaboration can hinder effective inclusion.
 Curriculum and Assessment Issues:
o Special schools may struggle to align with the National Curriculum Statement
(NCS).
o Curriculum adaptation for intellectual disabilities remains a challenge.
Support Structures:

 District-Based Support Teams (DBST):

o Provide support, resources, and professional development to schools.
o Face challenges in fulfilling their roles effectively due to administrative
burdens and insufficient support.
 Special Schools as Resource Centers (SSRC):
o Serve as hubs for support and professional development, collaborating with
mainstream schools.
 Full-Service Schools (FSS):
o Equipped with resources and support programs to address a range of learning
needs.
o Provide additional support to neighboring schools and share resources and
expertise.

Concluding Observations:

 Complexity Approach:
o The educational environment is complex and contradictory, with both
transformative and status quo elements coexisting.
o Positive “ripples of hope” from diverse contexts offer potential for emergent
and transformative inclusive practices.

Mock MCQ

Practice Test: Special Needs and Inclusive Education

Historical Perspectives and Theories of Inclusive Education

1. Which of the following best describes the shift from integration to inclusion in
educational settings?
o A) Integration involves placing students with disabilities in regular classes
without support, while inclusion involves modifying the curriculum and
teaching methods.
o B) Integration requires that students with disabilities follow a separate
curriculum, while inclusion integrates them into the standard curriculum with
modifications.
o C) Integration and inclusion are synonymous, both meaning students with
disabilities are placed in special schools.
o D) Integration focuses on changing students to fit into the existing system,
while inclusion involves changing the system to accommodate diverse
learners.
2. The Medical-Deficit Model is characterized by which of the following views?
o A) Emphasizes changing the system to accommodate the needs of individuals.
o B) Focuses on changing the individual to fit into the existing educational
system.
 o C) Supports the creation of inclusive schools by altering school policies and
practices.
o D) Sees disability as a result of social barriers rather than individual
impairments.
3. According to the Social Model of Disability, how should educational systems
address the needs of students with disabilities?
o A) By changing the students to fit into the traditional educational system.
o B) By modifying the environment and practices to fit the needs of all students.
o C) By segregating students with disabilities into specialized institutions.
o D) By providing additional support only to students with severe impairments.
4. What is the primary aim of inclusive education according to Barton (1998)?
o A) To ensure all students follow a standardized curriculum.
o B) To engage with issues of belonging and solidarity while recognizing
diversity.
o C) To segregate students with special needs to provide tailored support.
o D) To place students with disabilities in special classes within mainstream
schools.
5. Which theory asserts that inclusion is a principled approach to education and
society that addresses all forms of exclusion?
o A) The Social Model
o B) The Medical-Deficit Model
o C) Ainscow’s Multiple Perspectives on Inclusion
o D) The Integration Model
6. What does Glazzard (2014) suggest about the nature of inclusion?
o A) Inclusion is a reactive process that responds to existing barriers.
o B) Inclusion is a dynamic and proactive process that involves continuous
adaptation.
o C) Inclusion is achieved by maintaining separate educational settings for
different needs.
o D) Inclusion is a static process that does not require regular adjustments.
7. Which of the following is NOT a characteristic of an inclusive school
environment?
o A) Accessible physical infrastructure based on Universal Design principles.
o B) Policies that discriminate based on disability.
o C) Curriculum differentiation and multi-level teaching.
o D) Continuous professional development for educators on inclusive practices.

Inclusive Education Policy in South Africa

8. Which policy document is focused on integrating special needs education into the
broader education system in South Africa?
o A) White Paper on Education and Training in a Democratic South Africa
(1995)
o B) The National Commission on Special Educational Needs (1997)
o C) White Paper 6: Building an Inclusive Education and Training System
(2001)
o D) The South African Schools Act (1996)
9. What significant educational change occurred in South Africa post-1994
regarding special needs education?
 o A) The establishment of separate schools for students with disabilities.
o B) The emphasis on equity, non-discrimination, and social justice in
education.
o C) The removal of all special needs programs from mainstream schools.
o D) The introduction of a standardized curriculum for all students regardless of
needs.
10. Which standard is concerned with ensuring that all school policies are accessible
in multiple formats for families?
o A) Standard 1: Access
o B) Standard 2: Staff Competence
o C) Standard 3: Curriculum and Assessment
o D) Standard 4: Provision of Assistive Devices
11. According to White Paper 6, what is one of the primary barriers to learning
identified in South Africa?
o A) Lack of interest in inclusive education among educators.
o B) Socio-economic factors such as poverty and lack of access to basic
services.
o C) Overemphasis on academic performance in mainstream schools.
o D) Excessive focus on segregating students with disabilities.
12. What is the purpose of Full Service Schools (FSS) as outlined in South African
policy?
o A) To segregate students with disabilities into separate classrooms.
o B) To provide specialized support programs and resources for a diverse range
of learning needs.
o C) To eliminate the need for special schools by integrating all students into
standard classes.
o D) To focus exclusively on students with severe disabilities in isolated
settings.
13. Which of the following is NOT a key responsibility of District Based Support
Teams (DBST)?
o A) Providing resources and evaluating programs for schools.
o B) Assisting schools in curriculum development.
o C) Offering support and training to teachers on inclusive education practices.
o D) Designing and implementing national education policies.
14. What challenge is often faced by teachers in the implementation of inclusive
education?
o A) Excessive availability of resources.
o B) Lack of support and training on inclusive practices.
o C) Overwhelmingly positive attitudes towards inclusion.
o D) Excessive collaboration with parents and other stakeholders.

Implementation of Inclusive Education Policy in South Africa

15. Which of the following is a common barrier to implementing inclusive education

in South Africa?
o A) High levels of funding and resources.
o B) Lack of awareness and collaboration between teachers, parents, and
professionals.
o C) Excessive government support for inclusive practices.
 o D) Low levels of socio-economic deprivation.
16. In what way can the Institutional-Level Support Team (ILST) improve the
implementation of inclusive education?
o A) By focusing solely on administrative tasks without teacher involvement.
o B) By facilitating collaborative problem-solving and support for students and
teachers.
o C) By maintaining a separate and exclusive system for students with
disabilities.
o D) By limiting its role to handling only severe cases of disability.
17. What role do Learning Support Educators (LSEs) play within the District Based
Support Teams (DBST)?
o A) They manage the financial aspects of inclusive education programs.
o B) They provide assistance with the identification and support of learners
experiencing barriers.
o C) They design national curricula for special needs education.
o D) They oversee the development of new special schools.
18. Which approach involves collaboration between special schools and mainstream
schools to support inclusive practices?
o A) Separate Policy Framework
o B) Transdisciplinary Approach
o C) Segregationist Approach
o D) Medical-Deficit Approach
19. How does the South African policy address the need for curriculum adaptation
in inclusive education?
o A) By requiring all students to follow a single, unmodified curriculum.
o B) By allowing schools to use only traditional teaching methods without
adaptation.
o C) By promoting curriculum differentiation and multiple methods of
instruction.
o D) By segregating students based on their learning abilities.
20. What is a significant challenge associated with curriculum adaptation for
students with intellectual disabilities?
o A) Ensuring all students follow the same standard curriculum without
modifications.
o B) Preventing the over-representation of disadvantaged students in special
programs.
o C) Focusing solely on academic subjects without considering vocational skills.
o D) Avoiding collaboration with special education professionals.
21. Which standard emphasizes the need for appropriate and tailor-made assistive
devices and resources?
o A) Standard 1: Access
o B) Standard 2: Staff Competence
o C) Standard 3: Curriculum and Assessment
o D) Standard 4: Provision of Assistive Devices
22. Which policy document outlines strategies to address barriers to learning and
supports inclusive education in South Africa?
o A) White Paper 6
o B) The National Commission on Special Educational Needs
o C) The South African Schools Act
 o D) White Paper on Education and Training in a Democratic South Africa
23. How can collaboration between teachers in mainstream and special schools
benefit inclusive education?
o A) It fosters competition between schools rather than collaboration.
o B) It enhances the sharing of resources, skills, and best practices to support
diverse learners.
o C) It reduces the need for training and professional development.
o D) It creates separate educational settings for different student groups.
24. What impact does socio-economic deprivation have on inclusive education in
South Africa?
o A) It enhances access to educational resources and support.
o B) It contributes to barriers such as lack of basic services and increased risk
factors.
o C) It reduces the need for inclusive practices and policies.
o D) It improves teacher attitudes towards inclusive education.
25. Which group faces a significant challenge related to teacher training for
inclusive education?
o A) Teachers with extensive experience in traditional education.
o B) Teachers with limited training in inclusive education practices.
o C) Teachers who work exclusively in special schools.
o D) Teachers with high levels of confidence