Answer:
1.1
In their book 'The Myth of the Normal Curve', Dudley-Marling and Burn argue that being considered outside the boundaries of normal has consequences, especially for marginalized groups. They contend that the use of the normal curve to define "normal" and "abnormal" creates a hierarchy that privileges those who fall within the curve and marginalizes those who do not.
1.1.1
According to the medical model of disability, learners with disabilities or impairments are considered to be 'outside the boundaries of normal'. This model views disability as a personal problem that needs to be fixed or cured, rather than as a result of societal barriers or discrimination. This can result in the marginalization and stigmatization of learners who deviate from the norm, as they are seen as deficient or abnormal
1.1.2
Being regarded as 'outside the boundaries of normal' can have a number of negative consequences for learners who are in such a predicament in normal and full-service schools. These learners may find themselves ostracized and stigmatized by their peers, which can lead to feelings of isolation, low self-esteem, and poor academic performance. Additionally, they may be subjected to bullying and harassment, which can further exacerbate these negative effects.
Question 2
2.1
The principle that "every learner has the right to access to education" is a fundamental principle of inclusive education and is essential for the inclusion of learners with disabilities in the provision of quality education. In South Africa, as in many other countries, this principle is enshrined in law, including the South African Constitution, which guarantees the right to education for all citizens, regardless of their ability or disability.
However, despite this legal protection, many learners with disabilities still face significant barriers to accessing quality education in South Africa and other countries. These barriers can include a lack of appropriate accommodations and supports, inaccessible physical environments, and negative attitudes and stereotypes about people with disabilities.
2.2
1. Challenge social, cultural and political power imbalances: One practical example to implement this principle in the classroom would be to encourage students to explore and question the dominant narrative, identity, and power structures around them. An example of this could be through encouraging them to create different narratives or stories that go beyond traditional straight white male dominance.
2. Dec entering dominant cultures: Another practical example of this principle could be to create safe spaces in the classroom for underrepresented groups to express themselves, share their stories, and feel heard. For instance, teachers could create culturally responsive curriculums, providing opportunities for students to learn about different cultures and ways of life. By creating a safe, inclusive environment in which all voices are heard, such as by brainstorming different issues and expanding perspectives, students and teachers can work together to create more equitable classrooms.
2.2.1
To challenge social injustices and inequalities in the classroom, educators can utilize critical thinking and critical dialogue to engage students in discussions about social issues. By fostering an environment of open-mindedness and inclusivity, students can develop a better understanding of the impact of social and cultural power imbalances in society.
One practical way to challenge social injustices and inequalities is by exposing students to a variety of perspectives and cultures. Educators can incorporate diverse perspectives and lived experiences into the classroom curriculum, encouraging students to engage with and learn from different communities and social groups.
2.2.2
The statement "Promote peace by striving to eliminate isolation, labelling, bullying and discrimination in class" is related to the critical theory of inclusive education, which emphasizes the importance of creating an inclusive environment in the classroom where every student feels valued and respected. It underscores the need to combat harmful social practices such as bullying, labeling, discrimination, and isolation that can create a negative and unwelcoming classroom atmosphere. By promoting peace and inclusivity in the classroom, teachers can create a safe and supportive environment that supports student learning and growth.
Step-by-step explanation: