MAYRA LORENA MUÑOZ MOREIRA 7 “C”

Title of the article: Intellectual Disability in Inclusive Education in South Africa: Curriculum Challenges

Link https://onlinelibrary.wiley.com/doi/abs/10.1111/jppi.12337

Bibliography: McKenzie, Judith (2020). Intellectual Disability in Inclusive Education in South

Africa: Curriculum Challenges. Journal of Policy and Practice in Intellectual Disabilities, (),
jppi.12337–. doi:10.1111/jppi.12337 

Exact Article Parafraseo

(copia exacta del Artículo )
Introduction
The origins of inclusive education in South Africa are
complex and inextricably tied in with the historical
injustices perpetrated under apartheid, a white
supremacist ideology that systematically and
comprehensively allocated resources in a
discriminatory way according to race. The so-called
Bantu education system was predicated upon
rendering the black population docile while
developing them as an unskilled labor force to service
their white capitalist masters
Lo que dice el autor en las palabas del estudiante
The origins of inclusive education in South Africa
are complex and closely related to the historical
injustice perpetrated under apartheid, a white
supremacist ideology that systematically and
globally allocates resources in a manner that
discriminates on the basis of race. The so-called
Bantu education system was based on obedience
and the training of blacks in unskilled labor to
serve white capitalists.

Literature review We believe that inclusion of students with

We are persuaded that the inclusion of learners with
disabilities that stem from impaired intellectual
development will require curriculum adaptation
rather than major structural adjustments or
sophisticated equipment. Accordingly, their
accommodation within an inclusive education and
training framework would be more easily facilitated
than the inclusion of those learners who require
intensive support through medical interventions,
structural adjustments to the built environment
and/or assistive devices with minimal curriculum
adaptation
intellectual disabilities will require adjustments to
the curriculum rather than major structural or
complex adjustments to equipment. Therefore,
adapting within a comprehensive education and
training framework will be easier to facilitate than
bringing in students who need extensive support
through medical interventions and structural
modifications. Built environment and/or assistive
devices with minimal adaptation to the
curriculum.

Methodology
MAYRA LORENA MUÑOZ MOREIRA
Results
In the initial stages of inclusive education in South
Africa, there was a firm commitment to one
curriculum for all and this is reflected in the policy
discussion above where curriculum adaptation is
seen as the major strategy for ID. The ideal of one
curriculum for all arose partly from the apartheid
history of curricula separated for racial groups where
separate meant inferior and unequal.
Conclusions
This study is made possible in part by a National
Research Foundation grant for rated south African
researchers. The contribution is gratefully
acknowledged.
7 “C”
During the early stages of inclusive education in
South Africa there was a strong commitment to a
curriculum for all, and this was reflected in the
policy discussion above, which governs the
curriculum. The "one-size-fits-all" model emerged
in part from the racial history of segregated
programs for racial groups, where segregation
meant inferiority and inequality.
This research is in part made possible by relying on
grants from the National Research Organization
for Researchers at the South African level.