11/30/2018 0 Comments Critical Reflection #3Why is an examination of inclusive education needed in both countries (please connect response to the readings w/APA citations)?
Inclusive education and the way it is defined in both the U.S. and South Africa affects the approach that is taken to serve students. An examination of the definition and approach is necessary in order to understand the educational environment being created as well as the strategies being used to assist students, ultimately leading to a recognition of the strengths and weaknesses present. The two major perspectives on inclusion include a deficit stance and a social constructivist perspective. A deficit approach stresses individual remediation and assumes a more technical solution is necessary and valid. On the other hand, a focus on environment rather than the self allows the social constructivist perspective to focus on structural reform as an adaptive solution to inclusion (Dudley-Marling & Burns, 2014). An examination of the educational context also allows to determine the most appropriate approach, and how educators and students can be better prepared and served to adopt inclusive education practices that fit their needs. As we continue to prepare for our trip to South Africa, it continues to be important to learn about their education systems while thinking through the approaches and strategies that would work best within their context. What is the “Wicked Problem” and how can we solve it? The ‘Wicked Problem’ is a concept used by Walton to explore “some of the workings of exclusion in education” (Phasha et. al, 2017, p. 85). These problems are also characterized as complex, dynamic, multi-faceted and intractable. Walton takes an approach that focuses on the exclusion practices in order to better understand the current system and the deeply entrenched values, practices and structures that would benefit from inclusive education. In order to address this wicked problem, an intentional approach focused on students through collaborative relationships would be beneficial. By allowing students to have input on their assignments, such as choosing which book to read or which topic to write about, they can practice self-authorship while maintaining a culturally relevant stance. Their input on the curriculum could also allow them to be engaged and thus more motivated to complete their work. Provide the link to your group’s presentation for the next class. https://docs.google.com/presentation/d/1A2Tl4PiS9AxAhYqo22IO0D2dd8ZCUhyVAdCR8afAlTY/edit#slide=id.p References: Dudley-Marling, C. & Burns, M. B. (2014). Two perspectives on inclusion in the United States. Global Education Review, 1 (1). 14-31 Retrieved from https://files.eric.ed.gov/fulltext/EJ1055208.pdf. Phasha, N., Mahlo, D., & Dei, G. J. S. (Eds.). (2017). Inclusive Education in African Contexts: A Critical Reader. Springer.
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