ILN 733 Assignment 3 Sample Answer: Transitioning from Exclusionary to Inclusive Education

For information and reference only – not to be submitted as your own work. This is a model-answer extract written to show structure, depth and referencing. The case-study data is illustrative and invented for teaching purposes. Your assignment must use your own school, your own Index for Inclusion data and your own analysis.

For the step-by-step method behind this extract, read our guide on how to write ILN 733 Assignment 3.

Section 1: Introduction

1.1 Background, scope and argument

South Africa committed to an inclusive education and training system in Education White Paper 6 (Department of Education, 2001). Two decades later, many mainstream classrooms still run on a quiet version of the exclusionary model: learners who “cannot cope” are referred out, held back or left at the back of the room. This assignment argues that the shift to inclusion is less about buildings and more about what teachers believe about difference. It moves from theory (Section 1), to one Grade 4 English Home Language class (Section 2), to a practical toolkit (Section 3).

1.2 Defining the two models

An exclusionary or segregated model sorts learners by perceived ability or impairment and places those who differ from the norm in separate classes or schools. An inclusive model treats diversity as ordinary and asks how the curriculum, teaching and school culture can change so that all learners participate and achieve (Booth & Ainscow, 2011). Key terms include barriers to learning, learner support, reasonable accommodation and the continuum of support set out in the SIAS policy (Department of Basic Education [DBE], 2014).

1.3 Medical Deficit Model and Socio-Ecological Model

The Medical Deficit Model locates the problem inside the child. Diagnosis leads to a label and the label leads to placement. The Socio-Ecological Model looks at the interaction between the learner and the systems around them: family, classroom, school, community and policy. In the South African context, Nel et al. (2021) note that poverty, language of learning and teaching, and inflexible curricula are often bigger barriers than any intrinsic condition. Research on South African schools also shows that the extent and practice of inclusion vary widely from school to school (Walton et al., 2009).

1.4 Underpinning theories

Behaviourism fits easily with segregated provision: tasks are broken into steps, correct responses are reinforced, and the learner is moved through a fixed programme. Constructivist theories support inclusion. Vygotsky’s (1978) zone of proximal development explains why mixed-ability groups, scaffolding and peer talk help learners move beyond what they can do alone. Bronfenbrenner’s (1979) ecological systems theory gives the Socio-Ecological Model its structure, showing how the microsystem of the classroom is shaped by the exosystem (for example, a parent’s working hours) and the macrosystem (policy and culture).

1.5 Collaboration within teaching teams

In the exclusionary model, specialists work separately and the class teacher hands the learner over. In the inclusive model, the class teacher, the School-Based Support Team and the District-Based Support Team share responsibility, as SIAS requires (DBE, 2014). Collaboration becomes co-planning and joint problem-solving rather than referral.

1.6 Summary of comparisons

Transition: These differences are easy to state in theory. Section 2 tests them against one ordinary South African classroom.

Need help shaping your own Section 1 in fewer words? Talk to an education expert about structure and feedback on your draft.

Section 2: Case Study (illustrative extract)

2.1 Data sources

Data came from the Index for Inclusion teacher questionnaire (Booth & Ainscow, 2011), a printed class list and anonymised SA-SAMS records, collected under the school’s permission letter. No learner or school is named.

2.2 Summary of findings

2.3 Analysis of teaching strategies

Most lessons followed a transmission pattern: explanation, a textbook exercise and individual marking. This is close to a behaviourist approach and assumes a common starting point. There was some good practice. The teacher code-switched to explain new vocabulary, which reflects Vygotsky’s view of language as a tool for thinking. However, learners who finished early received “more of the same”, and learners who struggled were grouped at one table, which quietly repeats segregation inside the classroom.

2.4 Evaluation and reflection

Support depended on goodwill rather than a plan. Referrals were made, but no Individual Support Plan had been written and the SBST had met only once that term. The teacher’s beliefs, captured in the questionnaire, appear to be the main barrier. Florian and Black-Hawkins (2011) argue that inclusive pedagogy extends what is ordinarily available to everyone, rather than adding something different for “some”. That shift in thinking is what this class needs.

Transition: Section 3 turns these findings into a toolkit the teacher can use.

Section 3: Transformation Toolkit (extract)

3.1 Curriculum design approaches

3.2 Grouping learners into four clusters

1. Review the CAPS assessment results for the term.
2. Add language, Index findings and SNA notes.
3. Place learners in four flexible clusters: A (needs high support), B (developing), C (achieving), D (extending).
4. Review the clusters every two weeks so that no learner is stuck with a label.

3.3 One multi-level activity for four clusters

Starting from the CAPS Grade 4 EHL focus on writing a short recount, one task is set: “Write about a day at the market.” Using Bloom’s revised levels and the Nine Types of Adaptation (Deschenes et al., 1994):

All four clusters work on the same curriculum outcome, which follows the Universal Design for Learning principle of multiple means of action and expression (CAST, 2018).

3.4 Recording and reporting

A simple tracking sheet lists each learner, the cluster, the adaptation used, the result against the CAPS criteria and a next step. Reports to parents describe progress against the learner’s starting point, while formal marks still follow CAPS requirements. Concessions are recorded in line with SIAS (DBE, 2014).

The full model answer continues with critical reflection on the limits of cluster grouping and a conclusion.

Stuck on your own toolkit? Submit your ILN 733 brief for a structured outline and feedback, or browse more education assignment samples. You can also have your references checked through our referencing verification service.

About the expert

Nur Alia Y. holds an M.Ed in Education and Counselling Psychology from OUM. Her profile lists early childhood, reflective writing, psychology, lesson planning and inclusive education models, with 97% student satisfaction and 99% on-time delivery.

References

Booth, T., & Ainscow, M. (2011). Index for inclusion: Developing learning and participation in schools (3rd ed.). Centre for Studies on Inclusive Education.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

CAST. (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org

Department of Basic Education. (2011). Guidelines for responding to learner diversity in the classroom through Curriculum and Assessment Policy Statements. Department of Basic Education.

Department of Basic Education. (2014). Policy on screening, identification, assessment and support. Department of Basic Education.

Department of Education. (2001). Education White Paper 6: Special needs education – Building an inclusive education and training system. Department of Education.

Deschenes, C., Ebeling, D. G., & Sprague, J. (1994). Adapting curriculum and instruction in inclusive classrooms: A teacher’s desk reference. Indiana University, Center for School and Community Integration.

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096

Nel, M., Nel, N., & Malindi, M. (Eds.). (2021). Learner support in a diverse classroom: A guide for Foundation, Intermediate and Senior Phase teachers (3rd ed.). Van Schaik.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Walton, E., Nel, N., Hugo, A., & Muller, H. (2009). The extent and practice of inclusion in independent schools in South Africa. South African Journal of Education, 29(1), 105–126. https://doi.org/10.15700/saje.v29n1a234