Bachelor of Education Honours in Inclusive Education

Purpose

This Bachelor of Education Honours in Inclusive Education will satisfy the needs of offering high-level theoretical knowledge in Inclusive Education, as well as providing opportunity to develop skills and competencies using a sustained research project, accompanied by the appropriate use of advanced research methodologies. Collecting scientific data in Science education in the form of an independent sustained research project allows for the establishment of best practices that teachers and learners should use to improve teaching and learning outcomes. It will also enable learners to make conclusions and predictions based upon research evidence; preventing them from running the risk of producing evidence-based on one or more of the following: dogma, theory, ideology, convenience and prejudice.

Rationale

The qualification aims to attract and prepare learners who wish to proceed to a higher level (Master's Degree) within a structured qualification framework while conducting further research. It is intended to prepare learners for research-based postgraduate study in a particular field. A sustained research project is, therefore required.

Recognition of Prior Learning (RPL)

Prospective RPL learners will be assessed by the faculty through the submission of initial motivation for RPL to the Faculty Manager for review by the Faculty RPL Committee.

Prospective learners with applicable learning and experience may apply to have their prior learning assessed against the Exit Level Outcomes for the qualification and/or module for the following purposes as outlined in the University RPL Policy:

• Exemption Standing involves exempting a learner from undertaking preparatory subjects, unit's modules or competencies in the early stages of the qualification, while still requiring the learner to undertake the same number of subjects, units, modules or competencies as they would be required to complete if granted exemption. This usually involves substituting the exempted subjects, units, modules or competencies with others.
• Advanced status which provides access to a level of a qualification higher than the preceding qualification.
• The prospective learners will be assessed using appropriate instruments which relate to the learning outcomes and criteria of the applicable modules for which they are seeking Recognition of Prior Learning. This assessment and the moderation will be determined by the Faculty RPL committee, and the motivation for the RPL Process will follow the appropriate institutional paths through the committees for final ratification.

Entry Requirements

The minimum entry requirement for this qualification is

• A four-year professional teaching Degree, such as a Bachelor of Education at Level 7, with a minimum of 480 Credits.

Or

• An appropriate Bachelor's Degree at level 7, such as Bachelor of Science or Bachelor of Commerce, plus a recognised professional teaching qualification (such as PGCE).

Or

• A four-year professional teaching qualification, as well as a cognate Advanced Diploma in Education at Level 7 with a minimum of 120 Credits.

This qualification consists of the following compulsory modules at Level 8 totalling 120 Credits.

Compulsory Modules, 120 Credits

• Psychology of Education, 10 Credits.
• Philosophy of Education, 10 Credits.
• Sociology of Education, 10 Credits.
• Introduction to Educational Research, 12 Credits.
• Inclusive Curriculum: Theoretical and Philosophical grounding, 24 Credits.
• Issues in Inclusive Education, 24 Credits.
• Research Project, 30 Credits.

1. Demonstrate knowledge and the ability to engage on issues about Inclusive Education and demonstrate an understanding of theories, research methodologies, methods and techniques relevant to Inclusive Education.
2. Demonstrate sound knowledge and the ability to interrogate multiple sources of knowledge in Inclusive Education.
3. Demonstrate an understanding of the complexities in applying or transferring standard procedures, processes or techniques to unfamiliar problems in Inclusive Education.
4. Use a range of specialised skills to solve complex and abstract problems.
5. Identify and address ethical issues.
6. Access, process, manage, critically review and synthesise information gathered.
7. Present and communicate academic and professional texts effectively to a range of audiences, offering creative insights, interpretations and solutions to problems.
8. Operate effectively within a system and understand the different roles and relationships within the system.
9. Manage learning and learning strategies in a self-critical manner to address professional and ongoing learning needs.
10. Demonstrate accountability in terms of taking full responsibility for his/her work, decision� making and the use of resources.

Associated Assessment Criteria for Exit Level Outcome 1

• Define and describe Inclusive Education from different perspectives, e.g. normalisation; mainstreaming; etc.
• Understand and show familiarity with policies about full-service schools; Special schools; etc.
• Use principles of different theories, e.g. Bronfenbrenner's eco-systematic perspective and Engenstrom's cultural, historical activity theory as lenses to conceptualise, understand and reinforce the common goal of inclusion in schools.
• Conduct independent research about various aspects in Inclusive Education, using different research approaches (Qualitative and Quantitative).
• Test different hypothesis about Inclusive Education and employ different data gathering techniques, e.g. interviews and questionnaires.

Associated Assessment Criteria for Exit Level Outcome 2

• Access, draw and interpret information from various sources, cultural-historical journal articles; Salamanca 1994; White Paper 6; UNESCO; etc.

Associated Assessment Criteria for Exit Level Outcome 3

• Acquire knowledge from literature, use research and various sources to debunk the myths and misunderstandings regarding Inclusive Education.
• Overcome uncertainty, challenges and risks through the use of knowledge on varying levels of text, visual supports, manipulative strategies and assistive technology.

Associated Assessment Criteria for Exit Level Outcome 4

• Realise and understand the various challenges experienced with regards to Inclusive Education in terms of inclusivity; resources; teacher training, pedagogy and conceptual understanding of policies and guiding documents and use knowledge and skills to find solutions.
• Solve problems either intuitively (when no knowledge is needed) or systematically, that is; following a more systematic and logical approach through the use of creative thinking skills.
• Solve problems constructively, by listening to various opinions, views, criticisms and perspectives.
• Derive and use findings from research to make recommendations and to solve problems.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate familiarity with ethical issues to be specifically applied in inclusive settings, for example accepting responsibility for a higher standard of care than would be for ordinary learners; equality, where everyone gets the same; and equity, where everyone gets what he/she needs.

Associated Assessment Criteria for Exit Level Outcome 6

• Use different techniques which include database research to search for data on Inclusive Education from policies; departmental circulars; the Constitution; different Acts, e.g. SASA; the SA Constitution; journal articles and other literature.
• Use skills and knowledge to analyse and synthesise relevant information critically to find solutions to complex problems to Inclusive Education.

Associated Assessment Criteria for Exit Level Outcome 7

• Use scientific language to present findings from research to different audiences.
• Demonstrate a scope of knowledge on Inclusive Education which is used to engage and discuss concepts and ideas aimed at creating new insightful perspectives on Inclusive Education that can be used to solve complex problems.

Associated Assessment Criteria for Exit Level Outcome 8

• Use knowledge of collaboration, coupled with values such as honesty, respect and listening and communication skills effectively within the system to discuss different perspectives and to solve complex problems to Inclusive Education.
• Ensure members within the system participate equally in decision-making and express their opinions, varying views and questions.
• Show that conflict within the system is seen as part of human nature and is treated as opportunities to hear about new ideas and opinions.
• Ensure every member within the system collaborate and uses his/her talents and experiences to contribute towards the success of the team's objectives.

Associated Assessment Criteria for Exit Level Outcome 9

• Set goals to manage study commitments, work and private life.
• Analyse own skills and knowledge about learning requirements.
• Devise constructive actions in response to feedback from peers.
• Listen to comments and feedback from others, whether positive or negative and use these comments to amend learning lessons learned, experiences and assessment outcomes.
• Reflect on own learning in terms of what was learned, what might be done differently another time, and how knowledge and skills could be improved.

Associated Assessment Criteria for Exit Level Outcome 10

• Demonstrate awareness that accountability starts with themselves and cannot be delegated.
• Meet commitments by taking ownership and full accountability for any failures as well as any successes.
• Use knowledge and skills, coupled with values, e.g. consistency, to set clear guidelines on how consistent strategies are to be implemented and validated.

Integrated Assessment

The following methods of assessment shall be integrated for this module

• All first and second-year modules will run over 12 months, and during this period, learners will be expected to do assignments; write tests; take part in discussions and do oral presentations on a continuous basis. Assignments and tests will be marked on an ongoing basis.
• Introduction to Educational Research is a prerequisite for the Research Project in year two. Learners will have to show competence in all areas of research: statement of the research problem; formulation of research questions; research aims and objectives; literature review; methodology; data collection; data analysis; and presentation and discussion of findings. Learners will be assessed on their research competence on an ongoing basis.
• During the first third of the year, learners will be introduced to theories underpinning these modules. Learners will after that be expected to undertake independent research in the area of specialisation, where they apply their reading, critical thinking skills and knowledge of a topic to its manifestation and dynamics in a local or regional context.
• The marks for the continuous assessment component and a 3-hour examination at the end of each academic year will be combined to get a final mark for the learner.
• The examination of research component in year two will consist of a research project on an educational topic in the area of Inclusive Education, approved by the institution.