Bachelor of Education Honours in Inclusive Education
Education, Training and Development - Schooling
Purpose and Rationale
Qualification in Inclusive Education
Purpose
The purpose of the qualification is to provide a stimulating program that enhances theoretical and strategic insights into Inclusive Education. It is intended to:
- Prepare learners for research-based postgraduate studies in education.
- Consolidate and deepen knowledge in the field of Inclusive Education.
- Develop research skills in methodology and techniques.
- Strengthen teachers' capacity to support diverse learning environments.
- Improve the delivery of quality education to all learners, especially those facing barriers to learning.
Qualifying learners will be able to:
- Identify learning needs and support strategies for diverse learners.
- Plan, implement, and assess programs with effective teaching interventions.
- Lead and manage educational institutions effectively in implementing Inclusive Education policies.
- Conduct independent research in education and report findings appropriately.
Rationale
The qualification aims to:
- Understand issues around inclusivity, ethics, legislation, and policies in education.
- Provide pedagogical practices and support strategies for diverse learners.
- Offer a deep understanding of theoretical frameworks in Inclusive Education.
- Address the Constitutional rights of all learners to equal education and Education White Paper 6.
- Equip educators with inclusive education strategies and interventions.
- Fulfill the national need for educators to develop skills in Inclusive Education.
- Align with the Policy on Minimum Requirements for Teacher Education Qualifications Guidelines.
Intended Audience:
- Teachers, educators, departmental officials, school managers, academics, and curriculum designers.
Benefits:
- Enhances teaching practices and policy development.
- Promotes inclusivity in schools and reduces failure rates.
- Prepares learners for further postgraduate studies.
- Acts as a connection between pre-service education and advanced studies in Inclusive Education.
The qualification positively impacts schools, communities, society, and the economy by enhancing learning, teaching, and educational policies related to research projects. It raises awareness and advocacy for inclusive education, ultimately contributing to a more inclusive and effective schooling environment.
Outcomes
- Evaluate and apply ethical, legislative and policy imperatives as related to educational provision for learners with diverse learning needs.
- Identify learning needs and support strategies for a diverse range of learners within the inclusive setting.
- Plan, implement and assess programs that incorporate effective teaching interventions for an inclusive setting.
- Analyse and apply concepts and principles of classroom management that address the impact of an inclusive classroom.
- Engage in meaningful collaborative strategies with parents, caregivers, and professionals that contribute to the development of an inclusive learning community.
- Conduct independent inquiry in a specialized field of education, training or development, and report their findings in academically appropriate ways.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Analyse and apply contemporary educational policies (e.g., WP6 and SASA) against the backdrop of the socio-historical development in Southern Africa.
- Review and apply well-founded interpretations of legislative literature in the area of inclusive education.
- Engage in ethical, legislative, and policy-related debate in special and inclusive education.
- Evaluate and apply specialist and applied knowledge appropriately in the area of special and inclusive educational study or practice.
- Interpret ethical knowledge as a source of meaning and as a guide to reflection, choice, and action.
Associated Assessment Criteria for Exit Level Outcome 2:
- Analyse educational situations to identify learners with special needs.
- Identify and manage learners' educational needs by using creative strategies to arrive at responsible decisions.
- Evaluate and apply a range of support strategies and educational contexts in which knowledge might apply.
Associated Assessment Criteria for Exit Level Outcome 3:
- Evaluate principles and concepts underpinning the planning, implementation, and inclusive education programs.
- Plan and implement programs that incorporate effective teaching interventions for all learners.
- Develop assessment strategies to implement programs that incorporate effective teaching intervention for all learners.
- Make sound theoretical and practical judgments and evaluate programs that incorporate effective teaching interventions based on evidence.
Associated Assessment Criteria for Exit Level Outcome 4:
- Interpret educational principles and concepts in a range of institutional contexts.
- Participate effectively in interpreting concepts and principles in an inclusive classroom.
- Engage in disciplined thinking about inclusive education.
- Initiate or facilitate discussion in a perceptive, sensitive, and thought-provoking manner.
- Balance rights and responsibilities, as well as constructive criticism and commitment to service, in the wider interests of all those represented in the school or wider educational environment.
Associated Assessment Criteria for Exit Level Outcome 5:
- Communicate effectively with professional colleagues and collaborate with others in addressing educational problems.
- Advocate for support of learners within an inclusive setting.
Associated Assessment Criteria for Exit Level Outcome 6:
- Complete and present papers, major assignments, and/or project reports showing knowledge of different research approaches and methodology.
- Write with fluency in an academic mode.
- Collect, analyse, organize and critically evaluate educational and related information from primary and secondary sources.
- Apply appropriate resources for academic work, including information and communications technology.
- Plan and conduct an elementary piece of research on current educational issues using basic research techniques.
- Communicate research results accurately and reliably through written reports and oral presentations.
- Examine and apply basic knowledge of different research approaches in the field of education.
- Manage learning and learning strategies in a self-critical manner to address professional and ongoing learning needs.
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 120
- SAQA Source
- More Information
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University of Zululand
Applications are open
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.