Contested Definitions of Inclusive Education and the affordances and challenges of practical implication in South Africa.

Title: Contested
Definitions of Inclusive Education and the affordances and challenges of
practical implication in South Africa.

Introduction: Begin with an introductory section which
gives an overview of the topic’s significance and the literature, policies, and
legislation you aim to address.

Body

Literature, Policies
and Legislation (1 to 2 pages)

·
Select relevant literature, policies, and
legislation to explore contested definitions of inclusive education in the
South African context. Analyze key developments, concerns, and debates from
relevant scholarly sources.

·
Examine theoretical frameworks and theoretical
models that shape the understanding of inclusive education.

Personal Reflection
and Learning Philosophy: (1 to 2 pages) Using Literature to substantiate:

·
Reflect on your own philosophy of inclusive education, considering how your
understanding aligns with the principles from the Index of Inclusion.

· Discuss your personal
experiences and insights gained during the learning process, emphasizing how
the principles have influenced your philosophy.

Analysis of the Index of Inclusion Principles:

·
Valuing all students and staff equally.

·
Restructuring the cultures, policies, and
practices in schools so that they respond to the diversity of students in the
locality.

Analyze how these principles inform the concept of inclusive
education and its practical implications in South Africa.

· Examine the alignment
between the chosen principles and the contested definitions of inclusive
education.

Critical Analysis: (1
page)

·
Engage in a critical analysis of the contested definitions of inclusive
education, especially regarding the principles you have chosen and substantiate
with literature.

·
Evaluate the strengths and weaknesses of different conceptualizations and their
compatibility with the chosen principles.

Contextualization: (1
page)

·
Place your analysis in the context of pedagogy,
classroom practices, school policies, curriculum design, and relevant
legislation.

·
Address the practical implications of the chosen
principles and contested definitions on these levels.

Conclusion: (1 pages)

·
Summarize the key points and insights from the literature, policies,
legislation, and substantiated personal reflection.

·
Emphasize the importance of understanding inclusive education, particularly
within the context of South Africa, and how the chosen principles can guide its
implementation.

RESOURCES:

South African Constitution (1996),

South African Schools Act (1996),

White Paper on the Rights of Persons with Disabilities
(WPRPD) (2015),

Education White Paper 6 (EWP6) (2001)

The South African Schools Act (SASA) (1996)

National Education Policy Act (NEPA) of 1996

https://www.researchgate.net/publication/239790740_Emotional_and_behavioural_barriers_to_learning_and_development_in_the_inclusive_education_classrooms_in_South_Africa_Developing_a_training_programme_for_teachers

https://www.included.org.za/wp-content/uploads/2020/07/Inclusion-In-Education-%E2%80%93-Perspectives-on-Inclusive-Education-in-South-Africa-Volume-3.pdf

https://www.tandfonline.com/doi/full/10.1080/08856257.2020.1754547

https://www.researchgate.net/publication/262617674_Legislation_and_policies_Progress_towards_the_right_to_inclusive_education

https://www.researchgate.net/publication/265172813_Conceptual_diversities_and_empirical_shortcomings_-_a_critical_analysis_of_research_on_inclusive_education