Bachelor of Education Honours in Inclusive Education
Education, Training and Development - Schooling
Purpose and Rationale
Purpose of the Bachelor of Education Honours in Inclusive Education
The Bachelor of Education Honours in Inclusive Education is designed to prepare learners for research-based postgraduate studies. Its goal is to enhance and solidify a learner's understanding of Inclusive Education while fostering research skills in the methodology and techniques of Inclusive Education. The curriculum includes modules on theories of Inclusive Education, research methods, and a research project. This qualification requires learners to engage deeply with theory, display intellectual independence in their research, and receive guidance from qualified academic staff. By completing this qualification, learners will acquire a comprehensive understanding of current trends, practices, and research methodologies in Inclusive Education and learn to apply them in educational settings. They will also gain practical experience in conducting and reporting on research projects under expert supervision.
Rationale for the Qualification
South Africa and the Southern African region have a rapidly growing need for highly qualified and professionally competent educators in both basic and higher education. The Bachelor of Education Honours in Inclusive Education aims to address this need by equipping learners with advanced research knowledge and skills in Inclusive Education, preparing them to tackle a wide range of challenges that require counseling services. In South African schools, there is a shortage of professionally qualified counselors for both learners and teachers, despite the prevalence of issues like bullying, bereavement, school violence, and career guidance. Graduates of this qualification will have the opportunity to pursue Master's and eventually doctoral qualifications, enabling them to further bolster research capabilities in higher education and address pressing educational issues in society.
With this qualification, learners will also make significant contributions to society in roles such as educators, educational analysts, school counselors, Heads of Department, and school managers. Graduates are poised for careers in education research, administration, and instruction and can directly assist young learners facing learning barriers. Potential career paths include positions as School Education specialists/programme supervisors, learning assessment researchers/developers, and educators/heads of department in inclusive schools.
Through this qualification, graduates will have the knowledge and skills necessary to positively impact educational practices and outcomes for learners with diverse needs, making a meaningful difference in the field of education.
Outcomes
- Demonstrate specialist knowledge to enable engagement with and critique of current literature on practices in the field, discipline or practice in Inclusive Education.
- Use a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within the field of Inclusive Education and an understanding of the consequences of any solutions or insights generated within a specialised context.
- Design and implement strategies for the processing and management of information to conduct a comprehensive review of current research in the area of specialisation to produce significant insights.
- Develop original or own learning strategies which sustain independent learning, academic or professional development, and interact effectively within the learning or professional group as a means of enhancing advanced learning skills.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Identify, understand, and explain relevant terms, concepts, theories, principles in Inclusive Education.
- Distinguish and demarcate the scope of knowledge in Inclusive Education.
- Integrate and apply knowledge to educational contexts.
- Follow and explain current theoretical arguments, developments, views, and literature in Inclusive Education.
Associated Assessment Criteria for Exit Level Outcome 2:
- Critique and critically analyze theoretical arguments in Inclusive Education.
- Contextualize the analysis to practical educational settings.
- Apply specialized knowledge of Inclusive Education to different educational settings.
- Justify arguments using specialized knowledge to create an accommodating school environment.
Associated Assessment Criteria for Exit Level Outcome 3:
- Identify a relevant research problem and topic through a literature search.
- Collect, process, and organize information using current literature in Inclusive Education.
- Come up with suggestions to improve the integration of school-based stakeholders.
- Build a logical oral and written argument in Inclusive Education.
Associated Assessment Criteria for Exit Level Outcome 4:
- Identify a suitable research problem, design research objectives, questions, literature review, research process.
- Study and understand information from varied sources.
- Present a logical argument from gathered data.
- Compile a logical research argument into a mini-dissertation in Inclusive Education.
Integrated Assessment:
- Assessment is viewed as an integral part of teaching and learning.
- Formative assessments provide feedback on teaching and learning.
- Summative assessments provide final judgment on a learner's performance.
- Internal assessment includes tests, assignments, and oral presentations.
- Formative coursework assessment includes tests, assignments, and research projects.
- Research projects are internally and externally assessed.
- Final marks are awarded based on formative and summative assessments.
- The research project is assessed based only on the final summative assessment.
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 120
- SAQA Source
- More Information
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.