Primary tabs

Short Course
on
Inclusive Education from a Policy Perspective
Since South Africa is following the policy of inclusive education, it is imperative for a teacher to have a sound theoretical knowledge and understanding regarding the place of inclusive education in the day to day classroom context. This study will enable the teacher to understand diversity in the South African context and be able to teach in a manner that will include all learners. This module will also encourage students to display a positive work ethic and appropriate values to learners’ diverse needs. During the presentation of the study, students will be challenged to reflect critically on their own practice to ascertain if they are including every learner in the learning and teaching process.

Purpose of the course:

This course provides an overview of the policy on inclusive education, with specific reference to an inclusive support structure. The study focuses on: • Collaboration between the different role players the inclusive education system. • Classroom practices and procedures, curriculum support and the screening, identification and assessment procedures (SIAS).

Admission requirements:

Admission requirements: 
Practicing Teachers
Learning assumed to be in place: 
Practicing Teachers

Course outcomes and assessment criteria :

Course outcomes and the associated assessment criteria: 

Study Unit

Outcomes

Assessment Criteria

  After completion of this course, participants will: Participant will be assessed on the following criteria:
  • Demonstrate an understanding of the inclusive education policy (Education White Paper 6).
  • With specific reference to the proposed  support structures and the concept of barriers to learning and development;
  • Apply school based support to learners experiencing barriers to learning by means of an integrated team approach; and
  • Understanding and apply curriculum differentiation and assessment strategies in and inclusive classroom
  • Discuss the paradigm shift in education towards inclusive education;
  • Explain how inclusive education differs from past approaches.

 

Assessment: 
Formative and summative assessment
Method of assessment: 
Continuous self-assessment: • Every study unit has self-assessment activities or questions to test knowledge. Informal assessment: • During the contact sessions the facilitator will guide the student on the preliminary work done on the assignment. Formal assessment: • An assignment of 100 marks that must be handed in according to the date published in the information booklet. • An examination of two hours and 100 marks will be written after completion of the course.

Additional information

Mode of delivery: 
Mixed
Target group: 
It is directed at practicing educators.
Contact us
Name: 
UCE
E-mail: 
Telephone number: 
018 285 2821