INC3701/101/0/2024

Tutorial Letter 101/0/2024

Inclusive Education (Generic Module)

INC3701

Year Module(s)

Department of Inclusive Education

IMPORTANT INFORMATION
Please register on myUnisa, activate your myLife e-mail account and
make sure that you have regular access to the myUnisa module
website, INC3701, as well as your group website.

Note: This is a fully online module. It is, therefore, only available on myUnisa.

BARCODE
 CONTENTS

Page

1 INTRODUCTION .......................................................................................................................... 4
2 MODULE OVERVIEW .................................................................................................................. 5
2.1 Purpose ........................................................................................................................................ 5
2.2 Outcomes ..................................................................................................................................... 6
3 CURRICULUM TRANSFORMATION ........................................................................................... 6
4 LECTURER(S) AND CONTACT DETAILS................................................................................... 7
4.1 Lecturer(s) .................................................................................................................................... 7
4.2 Department ................................................................................................................................... 7
4.3 University .................................................................................................................................... 11
5 RESOURCES ............................................................................................................................. 12
5.1 Prescribed book(s) ...................................................................................................................... 12
5.2 Recommended book(s) ............................................................................................................... 12
5.3 Electronic reserves (e-reserves) ................................................................................................. 13
5.4 Library services and resources……………………………………………………………...12
6 STUDENT SUPPORT SERVICES .............................................................................................. 14
6.1 First-Year Experience Programme .............................................................................................. 15
7 STUDY PLAN ............................................................................................................................. 16
8 HOW TO STUDY ONLINE .......................................................................................................... 19
8.1 What does it mean to study fully online? ..................................................................................... 19
9 ASSESSMENT ........................................................................................................................... 19
9.1 Assessment criteria..................................................................................................................... 19
9.2 Assessment plan ........................................................................................................................ 20
9.3 Assessment due dates ................................................................................................................ 21
9.4 Submission of assessments ........................................................................................................ 21
9.4.1 Types of assignments and descriptions ...................................................................................... 22
9.5 The assessments ........................................................................................................................ 23
9.6 Other assessment methods ........................................................................................................ 24
9.7 The examination ......................................................................................................................... 24
9.7.1 Invigilation/proctoring .................................................................................................................. 24
10 ACADEMIC DISHONESTY ........................................................................................................ 25
10.1 Plagiarism ................................................................................................................................... 25

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10.2 Cheating ..................................................................................................................................... 25

11 STUDENTS LIVING WITH DISABILITIES .................................................................................. 26
12 FREQUENTLY ASKED QUESTIONS ........................................................................................ 26
13 SOURCES CONSULTED ........................................................................................................... 28
14 IN CLOSING ............................................................................................................................... 29
15 ADDENDUM ............................................................................................................................... 29

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1 INTRODUCTION
Dear Student

Unisa is a comprehensive open distance e-learning (CODeL) higher education institution.

The comprehensiveness of our curricula encapsulates a range of offerings, from strictly
vocational to strictly academic certificates, diplomas and degrees. Unisa’s “openness” and its
distance e-learning character result in many students registering at Unisa who may not have
had an opportunity to enrol in higher education. Our CODeL character implies that our
programmes are carefully planned and structured to ensure success for students ranging
from the under-prepared but with potential to the sufficiently prepared.

Teaching and learning in a CODeL context involve multiple modes of delivery ranging from
blended learning to fully online. As a default position, all post graduate programmes are
offered fully online with no printed study materials, while undergraduate programmes are
offered in a blended mode of delivery where printed study materials are augmented with
online teaching and learning via the learner management system – myUnisa. In some
instances, undergraduate programmes are offered fully online as well.

Furthermore, our programmes are aligned with the vision, mission and values of the
university. Unisa’s commitment to serve humanity and shape futures, combined with a clear
appreciation of our location on the African continent, allows Unisa’s graduates to have
distinctive graduate qualities, which include:

• independent, resilient, responsible and caring citizens who are able to fulfil and serve
in multiple roles in their immediate and future local, national and global communities

• having a critical understanding of their location on the African continent with its
histories, challenges and potential in relation to globally diverse contexts

• the ability to critically analyse and evaluate the credibility and usefulness of
information and data from multiple sources in a globalised world with its ever-
increasing information and data flows, and competing worldviews

• how to apply their discipline-specific knowledges competently, ethically and creatively

to solve real-life problems

• an awareness of their own learning and developmental needs, and future potential.

INC3701 is a year module, it is offered fully online with no printed study materials.
The reason for this is that as an institution, we are anticipating offering most of our
programmes fully online and this module is no exception. Offering a module fully
online implies that all information is available via the internet and we use myUnisa as
our virtual campus. This is an online system that is used to administer, document and
deliver educational material to you, and support engagement with you. Look out for
information from your lecturer as well as other Unisa platforms to determine how to
access the virtual myUnisa module site. Information on the tools that will be available
to engage with the lecturer and fellow students to support your learning will also be
communicated via various platforms.

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You are encouraged to log into the module site on myUnisa regularly (that is, at least
twice per week). Because this is a fully online module, you will need to use myUnisa to
study and complete the learning activities for this module. Visit the website for
INC3701 on myUnisa frequently. The website for your module is INC3701-2024-Y.

We are pleased to welcome you to the generic module Inclusive Education

(INC3701) and hope that you will find it very interesting and rewarding. The medium
of instruction for this module is English.

As your primary lecturers, we will do our best to ensure that your study of this
module is successful. Procrastination is the enemy of success. Therefore, you
need to begin to familiarise yourself with this module, study early in the year and
resolve to do the assessments (assignments) properly. This tutorial letter contains
important information about reading material and assessments for this module. We
urge you to read it carefully and keep it at hand when you work through the study
material and prepare for the assessments, online discussions and other
assessments.

In this tutorial letter, you will find the assessments and assessment criteria, as well
as instructions on the preparation and submission of the assessments. It also
contains all the information you need on the prescribed study material and other
resources, and how to obtain them. Please study this information carefully and
make sure that you obtain the recommended material as soon as possible. We
also include general and administrative information about this module.

We wish you every success with your studies!

2 MODULE OVERVIEW
2.1 Purpose

The purpose of this module is to develop students so that they can demonstrate
their understanding of the complexity and challenges of a diverse learner
population, and the barriers to learning that learners face. Students should be
acquainted with policy and legislature regarding inclusive education and
understand the systemic implications thereof.

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 Curriculum
An understanding of the inclusive education curriculum in the South African
context is important, as it is often difficult to comprehend what it entails and people
may see it as a political tactic. In some instances, thinking about inclusive
education is overwhelmed by images of lack of resources and overcrowded
classrooms, and a lack of understanding and implementation of inclusive education
policies. Owing to misconceptions about the inclusive education curriculum, several
learners have not been identified and supported in their classrooms. In essence,
the inclusive education curriculum should serve diverse learners with or without
barriers to learning in South Africa, by providing quality education. Hence, the
primary aim of this master’s programme is to support you in becoming critical
thinkers regarding the policy of inclusive education and its implementation.
2.2 Outcomes

Once you have successfully completed this module, you should be able to do the
following:

Specific outcome

1. Discuss the notion and philosophy of inclusive education.

2. Explain relevant policies with regards to inclusive education.

3. Describe how the principles of inclusive education can contribute to the achievement
of quality education for all learners when applied in context.

4. Classify diverse ways of learning.

5. Assess the needs of learners in order to determine the required level of support.

6. Create an enabling inclusive learning environment.

3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, in terms of which the university has placed
curriculum transformation high on the teaching and learning agenda. Curriculum transformation
includes student-centred scholarship, the pedagogical renewal of teaching and assessment
practices, the scholarship of teaching and learning, and the infusion of African epistemologies

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and philosophies. All of these will be phased in at both programme and module levels, and as a
result of this, you will notice a marked change in the teaching and learning strategy
implemented by Unisa, together with the way in which the content is conceptualised in your
modules. We encourage you to embrace these changes during your studies at Unisa in a
responsive way within the framework of transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

Dr SE Mbelu
E-mail: mbeluse@unisa.ac.za
Telephone: 012 484 2933
Dr NG Mpya
E-mail: empyag@unisa.ac.za
Telephone: 012 433 4856
Dr MC Sadiki
E-mail: sadikmc@unisa.ac.za
Telephone: 012 484 1694

4.2 Department of Inclusive Education.

Mr B Madubanya
Department of Inclusive Education
PO Box 392
Pretoria
0003
E-mail: madubcb@unisa.ac.za

Direct administrative enquiries to the department can be made at 012 481 2797.
If you have any queries, always remember to start with your lecturer – especially if you
experience module-related challenges – before escalating your e-mail to the next steps. The

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 Department of Inclusive Education
STUDENTS QUERIES GUIDELINE

next steps have been included to assist you if you struggle to get appropriate assistance from
the lecturer concerned.
Remember, your lecturer will not be able to assist you with administrative issues such as
registration, finalisation of your registration, study material, payments, NSFAS and so
forth. For assistance with these matters, contact the relevant administrative personnel.
In all correspondence, kindly write clearly and appropriately (use formal language) and never
forget to include your student number and the module code. It is highly recommended that
you use your myLife e-mail address instead of your personal e-mail address when
communicating with the University.
Follow the steps in the table below when there is a need to escalate matters:

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▪ You are advised to always start on FIRST LEVEL when raising queries and not jump to
SECOND and THIRD.
▪ On email subject, type your STUDENT NUMBER and MODULE CODE (if query is module
related).
▪ Always use your MyLife email address to send queries. Queries from personal emails will
not be responded to, unless you have a challenge accessing UNISA account.
▪ If your query is about an error, include a screenshot of what you see on the screen.

CATEGORY/ SECOND
FIRST LEVEL THIRD LEVEL
PROGRAM LEVEL
If there is no response from
Contact lecturer of the lecturer and admin within 48
module hours of working days, If there is no response from
Call/forward query with a Teaching and Learning
trail of previous email to Coordinator’s office within
MODULE
and copy Student Support 24 hours, forward query
CONTENT- Officer:
Departmental Coordinator of
with a trail of previous
RELATED Teaching and Learning
emails to
Dr Sadiki
QUERIES Mr Madubanya Chair of Department
sadikmc@unisa.ac.za Dr Motitswe
madubcb@unisa.ac.za motitjmc@unisa.ac.za
and copy both responsible
lecturer and student support
officer

If there is no response from

lecturer and admin within 48
Contact lecturer of the hours of working days,
module forward query with a trail of If there is no response from
previous email to program Coordinator’s office within
coordinator: 24 hours, forward query
UNDERGRADUATE and copy Student Support Dr Mbelu
with a trail of previous
MODULES emails to
Officer: mbeluse@unisa.ac.za Chair of Department
Mr Madubanya Dr Motitswe
motitjmc@unisa.ac.za
madubcb@unisa.ac.za and copy both responsible
lecturer and student support
officer

If there is no response from

Contact lecturer of the lecturer/admin within 48
module hours of working days,
forward query with a trail of If there is no response from
PGDIP - previous email to program Coordinators’ offices within
coordinator: 24 hours, forward query
INCLUSIVE and copy Student Support
with a trail of previous
EDUCATION Officer:
emails to
Dr Mkhuma Chair of Department
Mr Madubanya
mkhumi@unisa.ac.za Dr Motitswe
madubcb@unisa.ac.za motitjmc@unisa.ac.za

and copy both responsible

lecturer and student support

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 officer

If there is no response from

lecturer/admin within 48
hours of working days,
Contact lecturer of the forward query with a trail of
module previous email to program
coordinator: If there is no response from
Coordinators’ offices within
PGDIP – and copy Student Support
24 hours, forward query
Dr Ferreira with a trail of previous
DISABILITY Officer:
eferren1@unisa.ac.za emails to
STUDIES Mr Madubanya
Chair of Department
Dr Motitswe
madubcb@unisa.ac.za motitjmc@unisa.ac.za
and copy both responsible
lecturer and student support
officer

If there is no response from

Admin Officer within 48
hours of working days,
forward query with a trail of
Contact previous email to program If there is no response from
coordinator: Teaching and Learning
Post Graduate Admin officer: Coordinator’s office within
MASTERS AND 24 hours, forward query
Mr Setshedi
DOCTORAL setshl@unisa.ac.za
Dr Mashau with a trail of previous
mashati@unisa.ac.za emails to
STUDIES Chair of Department
Dr Motitswe
and copy Admin Officer motitjmc@unisa.ac.za
setshl@unisa.ac.za

Contact
If there’s no response from
Mr Madubanya
GENERAL admin officer within 48
madubcb@unisa.ac.za hours, forward your query to
INCLUSIVE
EDUCATION Chair of Department
QUERIES Dr Motitswe
motitjmc@unisa.ac.za

EXAMS AND Exams: If there’s no response within

24 hours, forward your
ASSIGNMENTS Send an email to query to

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ceduexams@unisa.ac.za College Student support

coordinator
and copy lecturer(s) of the Mr Steven Shabangu
module shabasm@unisa.ac.za
Assignments:
- General queries –
assign@unisa.ac.za

- Module content-specific
queries – Send an email
directly to the lecturer(s) of
the module.

Contact
If there’s no response within
(by email or phone) 48 hours, forward your
query to

APPLICATIONS edu-enquiries@unisa.ac.za College coordinator

Mr Steven Shabangu
AND
shabasm@unisa.ac.za
REGISTRATION
MATTERS 012 429 2645

012 429 4668

012 429 4106
012 429 6925

4.3 University

Please direct telephonic enquiries about administrative matters to the relevant

department. See the brochure Study @ Unisa. This brochure contains information on
how to contact the university (for example, to whom you can write with different queries,
important telephone and fax numbers, addresses and the times when Unisa facilities are
open). Always have your student number at hand when you contact the university.

Below are helpful e-mail addresses, SMS numbers and fax numbers for enquiring about
issues other than your INC3701 module:

 info@unisa.ac.za for general enquiries

 study-info@unisa.ac.za for applications and registration-related enquiries
(prospective and registered students)
 assign@unisa.ac.za for assessment (assignment) enquiries
 exams@unisa.ac.za for examination enquiries
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 despatch@unisa.ac.za for study material enquiries
 finan@unisa.ac.za for student account enquiries
 gaudemus@unisa.ac.za for graduation enquiries
 myUnisaHelp@unisa.ac.za for assistance with myUnisa
 myLifeHelp@unisa.ac.za for assistance with your myLife e-mail account

You may also send an SMS to 32695 for more information on how to contact Unisa (only
students within South Africa). You will receive an auto-response SMS with various SMS
options. The SMS will cost you only R1. You can also SMS enquiries directly to:

 43578 for applications and registrations

 43584 for assessments (assignments)
 43584 for examinations
 43579 for study material
 43582 for myUnisa and myLife account
 43554 for student accounts

These SMSs are charged at a nominal fee.

The SMS number is available only to students residing in South Africa. International
students are urged to use the following e-mail address: info@unisa.ac.za.

The contact addresses of the various administrative departments appear on the Unisa
website: http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

5 RESOURCES
5.1 Prescribed book(s)

Prescribed book
There is no prescribed book for this module. The study guides contain most of the
information required for this module. We advise that you supplement the information in
the study guides with more recent information from relevant journal articles and
recommended sources.

5.2 Recommended book(s)

There are no recommended books for this module.

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5.3 Electronic reserves (e-reserves)

The following e-reserves are essential reading for this module:

There are no e-reserves uploaded for this module, however, students are encouraged to use
any relevant, credible online source available at their disposal to expand their knowledge on the
subject. In case of assignments, lecturers will provide/direct students to the relevant source
should there be a need for the usage of that particular source.

Please follow these simple steps:

1. Log in to myUnisa with your valid myUnisa credentials.

2. Click on Library.
3. Click on Find e-reserves & Recommended books.

4. Enter the course code search — INC3701 — and follow the instructions.
5. Select the year of your studies. In your case, this will be 2024.

E-reserves can be downloaded from the library catalogue. More information is available
at http://libguides.unisa.ac.za/request/request.

5.4 Library services and resources

The Unisa Library offers a range of information services and resources. The library has
created numerous library guides, available at http://libguides.unisa.ac.za.

Recommended guides:

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 • For brief information on the library, go to https://www.unisa.ac.za/library/libatglance.
• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library.
• For Frequently Asked Questions, visit
https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-Questions.
• For research support and services such as the Personal Librarian service and the
Information Search Librarian's Literature
Search Request (on your research topic) service, visit
http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support.
• For library training for undergraduate students, visit
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Training.
• Lending Services: https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Lending-services
• Services for Postgraduate students:
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates
• Support and Services for students with disabilities:
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-
special-needs
• Library Technology Support: https://libguides.unisa.ac.za/techsupport
• Finding and using library resources and tools:
http://libguides.unisa.ac.za/Research_skills
• A–Z list of library databases: https://libguides.unisa.ac.za/az.php

Important contact information:

• Technical problems encountered in accessing library online services: Lib-help@unisa.ac.za
• General library-related queries: Library-enquiries@unisa.ac.za
• Queries related to library fines and payments: Library-fines@unisa.ac.za
• Interlibrary loan service for postgraduate students: libr-ill@unisa.ac.za
• Literature Search Service: Lib-search@unisa.ac.za
• Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through
Unisa.

If you need assistance with regards to the myModules system, you are welcome to use the
following contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: mymodules22@unisa.ac.za or myUnisaHelp@unisa.ac.za

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessments

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and how to participate in forum activities via the following link: https://dtls-
qa.unisa.ac.za/course/view.php?id=32130.

Registered Unisa students get a free myLife e-mail account. Important information, notices
and updates are sent exclusively to this account. Please note that it can take up to 24 hours
for your account to be activated after you have claimed it. Please do this immediately after
registering at Unisa, by following this link: myLifeHelp@unisa.ac.za.

Your myLife account is the only e-mail account recognised by Unisa for official
correspondence with the university and will remain the official primary e-mail address on
record at Unisa. You remain responsible for the management of this e-mail account.

6.1 First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This is also true in
the case of students enrolling at Unisa for the first time. Unisa is a dedicated open distance and e-
learning institution, and it is very different from face-to-face/contact institutions. It is a mega university
and all our programmes are offered through either blended learning or fully online learning. It is for this
reason that we thought it necessary to offer first-time students additional/extended support, to help them
seamlessly navigate the Unisa teaching and learning journey with little difficulty and few barriers. We,
therefore, offer a specialised student support programme to students enrolling at Unisa for the first time –
this is Unisa’s First-Year Experience (FYE) Programme, designed to provide you with prompt and helpful
information about services that the institution offers and how you can access information. The following
FYE services are currently offered:

FYE Website E-mail Support

www.unisa.ac.za/FYE fye@unisa.ac.za

FYE1500
Post
myUnisa; Study
Registration
Referrals to Skills; Academic &
Orientation Digital Literacies;
other support
services i.e. etc.
Counselling;
Reading & Writing
workshops
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 To ensure that you do not miss out on important academic and support communication
from the SRU, please check your myLife inbox regularly.

7 STUDY PLAN
You are expected to work independently in this module. The lecturers will provide
support, but the rest of the work should come from your effort. First, develop a plan for
your studies that covers your day-to-day activities. People have unique study
preferences and styles, so you should develop your own study plan that suits your
individual commitments and needs. Remember that assessments cannot be done
overnight. Working on your activities regularly will reduce stress and enable you to enjoy
studying this module. Most students with poor study plans wait until the last month to
submit their assessments, but that is irresponsible because it creates unnecessary
stress and increases the chances of submitting work containing errors.

Study @ Unisa contains valuable information on where to begin with your studies. I
suggest that you take note of the submission dates of all the assessments that you have
to submit during this year and compile a study plan for each module according to the
due dates.

Try to adopt a critical attitude to everything you read – the study guide, recommended
sources and e-resources. You cannot hope to answer an assessment question
satisfactorily by merely reproducing the discussions in the study guide and tutorial
letters. Study the material provided, interpret it, make sure that you understand it,
discuss it critically, supplement it with new ideas and reduce all this material to its
essentials, so that you can reproduce the contents of every section.

You also need to study the subdivisions of this module in detail.

The assessment questions may be complex in structure. Make sure that you have
integrated your knowledge of all the prescribed material in the syllabus. This will help
you to develop a balanced approach to the material and evaluate it rationally – this will
be of tremendous value to you when writing assessments and for your career.

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If you have trouble with some parts of the module at first reading, please re-read it
carefully. If the difficulty persists, feel free to contact us by e-mail and explain your
challenge.

We reiterate: Develop a study plan that covers all the required activities for each day.
Due to unique study preferences and styles, you should develop your own study plan
that will suit your commitments and needs. Working on your activities regularly will
reduce stress and enable you to enjoy studying this module. Do not wait until the last
day of the submission, as this can cause unnecessary frustration and stress, which
could increase the likelihood of submitting work that is full of errors.

Do not passively read the study material, as this will be a waste of valuable time. As you
read your study material, be systematic and summarise the main points and
subdivisions. Try to reduce each chapter to a solid framework (outline), which you can fill
in as you study. This advice may sound awkward, but it is the best method of mastering
a large volume of learning material. If you are familiar with modern memorising
techniques or have already applied them successfully, use them in this module as well.
However, try to consciously develop your understanding of the material and acquire
more knowledge about inclusive education as your area of specialisation.

You can use the following table as a guideline for planning your studies for INC3701:

Period Activity

January/February 2024 Familiarise yourself with the study material

March/April 2024 Assessment 1 (Mandatory)

May/June 2024 Assessment 2 (Elective)

July/August 2024 Assessment 3 (Elective)

September/October 2024 Assessment 4 (Elective)

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 October/November 2024 Assessment 5 (optional, only if you have failed Assessment
2, 3 or 4). (Elective)

There are FIVE assessments for this module. Assignment 01 is mandatory and 02 to
04 are electives, which means if not submitted, the student gets no mark for this item,
but the best of the required submissions will count. All students must write and submit
these assessments. Students who do not do well in Assignments 02 to 04 should
complete and submit Assignment 05 if they want to improve their marks, especially
because this module is a continuous assessment module.

Assessment 01 is mandatory for all students who are registered for this module.

• Guidelines regarding assignments

- Make sure that your name and student number, the module code and the number of the
assignment appear on the cover page.

- Include a table of contents; organise your answer by using headings and subheadings.

- When quoting a source, clearly indicate the source, for instance, Papalia and Olds (2018:20),
that is, the author’s/authors’ name(s), the year of publication and the page number(s).

- Use only one referencing style – either Harvard or APA – and be consistent.

Harvard referencing style quick guide:

• Author or authors. The surname is followed by first initials.

• Year.
• Title (in italics).
• Publisher.
• Place of publication.

Example:
Millner, J. & Moore, C. 2018. Feminist perspectives on art: contemporary outtakes. Routledge,
London.

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8 HOW TO STUDY ONLINE

8.1 What does it mean to study fully online?

When studying fully online, you access course materials and lectures through a learning
management system (LMS). This platform often provides a range of multimedia resources such
as video lectures, readings, discussion forums and interactive activities to facilitate learning. We
strongly encourage you to apply the theory and principles of inclusive education during your
teaching practice.

9 ASSESSMENT
9.1 Assessment criteria

The assessments are viewed as part of the learning material for this module. As you do
the assessments, study the reading texts, consult other resources, discuss the work
with fellow students or tutors, or do research, you are actively engaged in learning. The
assessment criteria for each assessment will help you to understand what is required of
you more clearly.

In some cases, additional assessments might be available on the myUnisa site for your
module. For students attending tutorial sessions, tutors may also set additional tasks
and give feedback in class.

Upon completion of this module, you should be able to do the following:

• Inclusive Education is defined.

• Ideas embedded in the philosophy of Inclusive Education are discussed in relation

to African ways of life (collectivism, interdependence, ubuntu and communalism).

• South African educational policies that deal with Inclusive Education are discussed.

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• International treaties that deal with Inclusive Education are described, and their
contribution towards inclusion in education and society is described, and so is their
contribution towards the adoption of inclusion in education and society.

• The role of Inclusive Education in nation building and social cohesion is explained.

• The term “quality education” is defined in context.

• Strategies to achieve high quality education by implementing Inclusive Education

are described.

• Inclusive Education as practised in context is assessed.

• Different learning strengths are identified.

• Common developmental milestones for learning are explained.

• Support to develop strengths is designed.

• Diverse and culturally sensitive methods of identifying needs are explored.

• The purpose of assessment is explained in terms of the initial identification of

potential strengths and barriers.

• Emerging trends in the assessment of barriers to learning are introduced.

• Appropriate and culturally sensitive tools and methods are identified and selected
in consultation with the relevant stakeholders.

• Learners are screened for the early identification of barriers experienced with a
view to consider appropriate intervention.

• The needs of the individual in light of their age, socio-economic standing, history
and family are analysed during the screening process.

• The importance of the optimal involvement of the learner is understood in the

context of inclusivity.

• The curriculum is adapted to facilitate access to learning.

• Individual learning programmes are devised to ensure inclusion in various settings.

• A variety of internal and external support structures are used to enhance access to
learning and to create an inclusive learning environment.

• The need for further intervention is discussed with the learner and other relevant
people.

9.2 Assessment plan

To complete this module, you will be required to submit 04 assignments. Assignment

01 is mandatory and 02 to 04 are electives. Students who do not do well in
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Assignments 02 to 04 should complete and submit Assignment 05 if they want to

improve their marks, especially because this module is a continuous assessment
module.

• All information about when and where to submit your assessments will be made available
to you via the myModules site for your module.
• Due dates for assessments as well as the actual assessments are available on the
myModules site for this module.
• There is no formal examination for this module, since it is offered in continuous
assessment mode.
• The assignment weighting for the module is 100%.

9.3 Assessment due dates

• There are no assignment due dates included in this tutorial letter.

• Assignment due dates will be made available to you on the myUnisa landing page for this
module. We envisage that the due dates will be available to you upon registration.

• Please start working on your assessments as soon as you register for the module.

• Log on to the myUnisa site for this module to obtain more information on the due dates
for the submission of the assessments.

9.4 Submission of assessments

• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving

towards becoming an online institution. You will, therefore, see that all your study
material, assessments, and engagements with your lecturer and fellow students will take
place online. We use myUnisa as our virtual campus.

• The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be completed.
This is an online system that is used to administer, document and deliver educational
material to students, and support engagement between academics and students.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the

myModules 2024 button to access the online sites for the modules that you are
registered for.

• The university undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from the use of the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared with
you.

• When you access your myModules site for the module/s you are registered for, you will
see a welcome message posted by your lecturer. Below the welcome message, you will

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 see the assessment shells for the assessments that you need to complete. Some
assessments may be multiple-choice, some tests, others written assessments, some
forum discussions and so on. All assessments must be completed on the assessment
shells available on the respective module platforms.

• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, etc.). There will be a date on which the assessment will open for you.
When the assessment is open, access the quiz online and complete it within the time
available to you. Quiz assessment questions are not included in this tutorial letter
(Tutorial Letter 101) and are only made available online. You must, therefore, access the
quiz online and complete it online where the quiz has been created.

• It is not advisable to use a cellphone to complete the quiz. Please use a desktop
computer, tablet or laptop when completing the quiz. Students who use a cellphone find it
difficult to navigate the Online Assessment tool on the small screen and often struggle
to navigate between questions and successfully complete the quizzes. In addition,
cellphones are more vulnerable to dropped internet connections than other devices. If at
all possible, please do not use a cellphone for this assessment type.

• For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment. Click on the submission button on the relevant assessment shell on
myModules. You will then be able to upload your written assessment on the myModules
site of the modules that you are registered for. Before you finalise the upload, double
check that you have selected the correct file for upload. Remember, no marks can be
allocated for incorrectly submitted assessments.

9.4.1 Types of assignments and descriptions

All assignments are defined as either optional, mandatory, compulsory or elective.

• Elective assignments
- If not submitted, the student gets no mark for this item.
- The best of the required submissions will count.
• Mandatory assignments
- If not submitted, the student gets no mark for this item.
• Compulsory assignments
- If not submitted, the result on the student’s academic record will be absent.
• Optional assignments – You are encouraged, as a student, to do optional
assignments, so that it may benefit your learning.

I. Elective assignments
a. The student is given a choice of which assignments within an identified group to
submit, only the best result(s), the number of which is specified in advance, will
contribute towards the year mark.
b. Elective assignments must also be grouped into an elective group.
c. For the student to select which assignment to submit, the elective assignments must
be grouped together. For such an elective group, relevant information must be

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provided to the student, such as how many of the assignments must be submitted
and how many of the assignment marks should be combined into the year mark.
d. The selection criteria define how marks received for assignments in an elective group
are to be combined into the year mark. Three different criteria may be used for
calculating the year mark:
• The best mark should be used, or
• If the student submits fewer than the required number of assignments per group or
no assignment in a group, a mark of 0% will be used.
• 0% is awarded to all non-submitted or unmarked assessments. A best mark is
then calculated from all items.

II. Mandatory assignments

a. Contribute to the year mark.
b. If a student fails to submit a mandatory assignment, no mark is awarded and the year
mark is calculated accordingly. The student will, therefore, forfeit the marks attached
to this assignment when the final mark for the module is calculated.
III. Compulsory assignments
a. When not submitted, the student will fail a continuous assessment module, but will be
shown as absent from the examination in the case of other modules.

IV. Optional assignments – You are encouraged, as a student, to do optional assignments,

so that it may benefit your learning.

9.5 The assessments

As indicated in section 9.2, you need to complete four assessments for this module.
Assessment 1 (which is offered in a multiple-choice format) and the other three assessments
(i.e., Assessments 2, 3 and 4) will be made available on the myModules platform and will have
questions that require longer answers. There are no assignments included in this tutorial
letter. Assignments and due dates will be made available to you on myModules for this module.
We envisage that the due dates will be available to you upon registration.

• Assessment 1 consists of multiple-choice questions. Details on where and how to

complete it will be made available in due course via the online module site. You
must complete Assessment 1 online, on or before the due date. There will be no
extension in this assignment.

• You must also complete Assessments 2, 3 and 4.

• Remember that the online submission system closes very soon after the due date
of the assessment and if you do not submit on time, there is no guarantee that you
will be able to submit later.

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• If you do not submit more than one of these assessments (Assessments 2, 3 or 4),
based on your performance, you will be advised to submit Assignment 05. There
will not be another opportunity – and this is detrimental for your final mark for the
module. No extension may be granted for multiple-choice assessments. Again,
if you miss the assessment opportunity, there will be no other opportunity.

• Only one assessment (Assessment 5) is offered as an alternative should you not

be able to perform well.

9.6 Other assessment methods

There are no other assessment methods applicable to this module.

9.7 The examination

As this is a continuous assessment module, there will be no formal examination for

this module. Therefore, it is important that you complete and do well in each of the
assessments that you need to complete for this module.
9.7.1 Invigilation/proctoring

Since 2020, Unisa conducts all its assessments online. Given stringent requirements from
professional bodies and increased solicitations of Unisa’s students by third parties to unlawfully
assist them with the completion of assignments and examinations, the university is obliged to
assure its assessment integrity through the utilisation of various proctoring tools: Turnitin,
Moodle Proctoring, the Invigilator App and IRIS. These tools will authenticate the student’s
identity and flag suspicious behaviour to assure credibility of students’ responses during
assessments. The description below is for your benefit as you may encounter any or all of these
in your registered modules:

Turnitin is a plagiarism software that facilitates checks for originality in students’ submissions
against internal and external sources. Turnitin assists in identifying academic fraud and ghost
writing. Students are expected to submit typed responses for utilisation of the Turnitin software.

The Moodle Proctoring tool is a facial recognition software that authenticates students’ identity
during their Quiz assessments. This tool requires access to a student’s mobile or laptop
camera. Students must ensure their camera is activated in their browser settings prior to their
assessments.

The Invigilator “mobile application-based service does verification” of the identity of an

assessment participant. The Invigilator Mobile Application detects student dishonesty-by-proxy
and ensures that the assessment participant is the registered student. This invigilation tool

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requires students to download the app from their Play Store (Google, Huawei and Apple) on
their mobile devices (camera enabled) prior to their assessment.

IRIS Invigilation software verifies the identity of a student during assessment and provides for
both manual and automated facial verification. It has the ability to record and review a student’s
assessment session. It flags suspicious behaviour by the students for review by an academic
administrator. IRIS software requires installation on students’ laptop devices that are enabled
with a webcam.

Students who are identified and flagged for suspicious dishonest behaviour arising from the
invigilation and proctoring reports are referred to the disciplinary office for formal proceeding.

Please note:

Students must refer to their module assessment information on their myModule sites to
determine which proctoring or invigilation tool will be utilised for their formative and summative
assessments.

It is recommended that the Quiz assessment utilises the Moodle Proctoring tool, written
assessment utilises The Invigilator app or Turnitin tools, and that CSET and CTA assessments
utilise IRIS software. Please note that you can only use Turnitin for typed responses.

10 ACADEMIC DISHONESTY
10.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others, and presenting them as
your own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.
10.2 Cheating
Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files, this forms part of examination guidelines.
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).

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 For more information about plagiarism, follow the link below:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules.

11 STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.
If you are a student with a disability and would like additional support or need additional time
for assessments, you are invited to contact Dr SE Mbelu (mbeluse@unisa.ac.za) and Dr NG
Mpya (Empyag@unisa.ac.za) to discuss the assistance that you need.

12 FREQUENTLY ASKED QUESTIONS

Study @ Unisa contains an A–Z guide of the most relevant information.

The frequently asked questions about this module (INC3701) are as follows:

 Question: How many assessments are there in this module?

Answer: There are five assessments in this module. Assignment 01 is mandatory and
02 to 04 are elective. Only students who have failed any of Assessments 2, 3 or 4
should write and submit Assessment 5.

• Question: How long should I wait for a response from my lecturer?

Answer: It should take a maximum of 48 hours (working days) for the lecturer to
respond to your enquiry. However, this might be longer if the lecturer is on leave.
An automated response will direct you to the next relevant person if your lecturer is
unavailable.

• Question: Should I expect assistance from my lecturer in terms of the finalisation

of my registration, financial issues, release of my final results or my request for a
special examination?
Answer: Unfortunately, not at all. All administrative-related matters should be directed
to the administration sections/departments.

• Question: Can I complain about my assessment marks to my lecturer?

Answer: It is acceptable to raise complaints about the marks of your assessments but
remember to be calm and polite in order to be clearly understood. First, check the
requirements of the questions before raising a complaint. Symbols like this one (^)
should not be mistaken as a mark; it is a stamp that symbolises that your
responses were seen, but they could not count as a mark because you already
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exceeded what was required or you got the answer totally wrong. The marker will
also provide positive feedback.

• Question: Can I send an e-mail to my lecturer during holidays or on weekends?

Answer: Yes, you can send e-mails to your lecturer, but lecturers are not at work during
public holidays and on weekends. They will be able to respond when they are back
in the office.

• Question: Can I use my personal e-mail address to e-mail the university or my

lecturer?
Answer: Always use your myLife e-mail address created by the university when
communicating with the university or your lecturer. This e-mail address starts with
your student number … @mylife.unisa.ac.za
• Question: Why is it necessary to check e-mails sent to my myLife e-mail address?
Answer: Your myLife e-mail address is your official address for communication with the
university. All important information is sent to this e-mail address on a regular
basis. Notices that contain important information about changes to your module
and other essential information are sent to this e-mail address. In addition, when
anything happens in connection with one of your assessments, an automated
notice is sent to this e-mail address. Therefore, it is crucial to check e-mails sent to
this e-mail address regularly. Please ensure that you have enough data to be able
to access your e-mails.

• Question: Are there regular classes to attend?

Answer: Unfortunately, this programme does not have regular classes, but all students
are encouraged to contact their lecturers for support. The contact details of the
lecturers are provided at the beginning of this tutorial letter.

• Question: What if my assignment is not marked, do I ask the lecturer?

Answer: The lecturer will keep on updating the students in terms of the marking
progress.
If there is anything important for the students to know, it will be communicated.
• Question: What should I do if I struggle to download the e-resources?
Answer: It is your responsibility, as a student, to download the e-reserves from the
link provided. Where there are challenges, you have to contact the library staff
members, who are always willing to assist.

• Question: Should I type my work?

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 Answer: Yes, you have to type your work and always submit your assignment online
in PDF. Please note that assignments that are handwritten sometimes are read
by the system as corrupt. So, it is important to always type your assignments.

• Question: Should I include references at the end?

Answer: Yes. This is a Higher Education Certificate qualification, where you have to
demonstrate your advanced scholarly abilities.
• Question: Should I send my assessment to the lecturer’s e-mail address if the
system is not responding or if I have failed to submit on the due date?
Answer: You are not allowed to do so. Always upload your assessments on the correct
module portal.

• Question: Should I address my queries/issues to any other person at the

university?
Answer: Send your enquiry to the primary lecturer of your module and wait for 48 hours
(working days) for the response. Do not send your enquiry to the whole university,
no matter how frustrated you might be. Always use the support table in this tutorial
letter.

• Question: How do I respond to assessment questions for each assignment?

Answer: Each assignment has clear instructions on how assessments should be
completed.

13 SOURCES CONSULTED
Department of Education. 2001. White Paper 6 on special education needs: building an
inclusive education and training system: first steps. Pretoria. DoE.
Department of Basic Education. 2010. Guidelines for full-service inclusive schools.
Pretoria: DBE.
Department of Basic Education. 2011. Guidelines for responding to learner diversity
in the classroom through the CAPS. Pretoria: DBE. Department of Basic
Education. 2014. Draft policy on screening, identification, assessment and
support (SIAS). Pretoria: Sol Plaatje House. Available at
http://www.education.gov.za
Department of Basic Education. 2015. Consolidated report on the implementation of inclusive
education. Pretoria: DBE.

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14 IN CLOSING
If you take the time to study both study guides for this module, you will have a better
understanding of inclusive education. You will also understand the models and African
theories underpinning inclusive education. Apply the knowledge you have gained in this
module by empowering other teachers and use it in your classroom.

We wish you all the best.

Your lecturers
Dr SE Mbelu
Dr NG Mpya
Dr MC Sadiki

15 ADDENDUM
You must understand the keywords used in assignments and examinations to interpret
the questions correctly. Please take note of the following definitions.

Keyword What you need to do

Analyse Take apart an idea, concept or statement, and examine and criticise its sub-
parts in detail. You must be methodical and logical.
Assess Describe a topic’s positive and negative aspects, and state how useful or
successful it is or consider its contribution to knowledge, events and
processes. (This is usually about how important something is.)
Criticise/critique Point out a topic’s mistakes or weaknesses, as well as its favourable
aspects. Give a balanced answer. (This will involve some analysis first.)
Compare Put items side by side to see their similarities and differences – a balanced,
objective answer is required.
Contrast Emphasise the differences between two things.
Define Give the meaning of an idea, either a definition from a dictionary or from an
academic authority in your subject of study (technical definition).
Describe Give details of processes, properties or events.
Differentiate Show the difference(s) between concepts or variables. If necessary,
draw a table to illustrate the difference(s) between the concepts or
variables.
Discuss Describe, explain, give examples, give points for and against, then analyse
and evaluate the results.
Evaluate This is similar to discuss, but with more emphasis on a judgement in the
conclusion.
Examine Take apart and describe a concept in detail.
Explain Give detailed reasons for an idea, principle or result, situation, attitude and
so on. You may have to give some analysis as well.
Illustrate Give concrete examples, including figures or diagrams. “Illustrate” is
usually added to another instruction.

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Interpret Explain and comment on the subject, and make a judgement (evaluation).
Justify Give reasons to support a statement – it may be a negative statement, so
be careful.
List Provide an itemised series of parts, reasons or qualities (possibly in a
table).
Relate Emphasise the links, connections and associations (probably with some
analysis).
Review Analyse and comment briefly, in organised sequences (sentences,
paragraphs or lists) on the main aspects of a subject.
State Give the relevant points briefly – you do not need to provide a lengthy
discussion or give minor details.
Suggest Give possible reasons – analyse, interpret and evaluate. (This is also the
verb most commonly used to quote another author.)
Summarise or Give the main points, not the details.
outline

©
Unisa 2024

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