I remember sending my mother all-round the shopping centre – I must have driven her mad – to buy me a local school uniform, even though I didn't go there. I didn't particularly like the way I was treated by school staff – special, frail, in need of very special care. My memories of junior school were not learning to read, add or multiply, nor even how to keep pets.... no, they were of endless hours of physio, tons of art and craft (this was recognised as something I could do and would content me in my adulthood, since no employment was ever envisaged) andpushing myself in my wheelchair down endless corridors and, consequently being tired.' Jane Campbell, 1992. Adapted from Simon Gardner, 1992 9.1.1 Read the Principles of Inclusive Education (Department of Education, 2001, p.18) and answer the questions below: 9.1.1.1 Identify two (2) words and one (1) phrase used by teachers in the extract from Jane’s story that suggest that they were still confusing special education with inclusive education. [3] 9.1.1.2 How does the story reveal that the physical environment did not accommodate learners like Jane? [2] 9.1.1.3 Highlight the evidence from Jane’s story that suggests that even the school curriculum did not cater for learners like Jane? [2] 9.1.1.4 Identify the evidence from Jane’s story that suggests that the school system did not prepare learners like Jane for the world of work.
Question: I remember sending my mother all-round the shopping centre – I must have driven her mad – to buy me a local school uniform, even though I didn't go there. I didn't particularly like the way I was treated by school staff – special, frail, in need of very special care. My memories of junior school were not learning to read, add or multiply, nor even how to keep pets.... no, they were of endless hours of physio, tons of art and craft (this was recognised as something I could do and would content me in my adulthood, since no employment was ever envisaged) andpushing myself in my wheelchair down endless corridors and, consequently being tired.' Jane Campbell, 1992. Adapted from Simon Gardner, 1992 9.1.1 Read the Principles of Inclusive Education (Department of Education, 2001, p.18) and answer the questions below: 9.1.1.1 Identify two (2) words and one (1) phrase used by teachers in the extract from Jane’s story that suggest that they were still confusing special education with inclusive education. [3] 9.1.1.2 How does the story reveal that the physical environment did not accommodate learners like Jane? [2] 9.1.1.3 Highlight the evidence from Jane’s story that suggests that even the school curriculum did not cater for learners like Jane? [2] 9.1.1.4 Identify the evidence from Jane’s story that suggests that the school system did not prepare learners like Jane for the world of work.
9.1.1.1 Two words and one phrase used by teachers in the extract that suggest confusion between special education and inclusive education are "special" and "frail." The phrase "in need of very special care" also indicates a perception of needing separate and specialized treatment.
9.1.1.2 The story reveals that the physical environment did not accommodate learners like Jane as she had to navigate endless corridors in her wheelchair, causing fatigue. The lack of accessibility and support in the physical layout of the school hindered her mobility and inclusion.
9.1.1.3 Evidence from Jane's story suggests that the school curriculum did not cater to learners like her. Instead of focusing on academic subjects such as reading, math, and other essential skills, Jane's memories were of physiotherapy, art and craft activities, which were considered suitable for her future since no employment opportunities were envisioned.
9.1.1.4 The evidence from Jane's story suggests that the school system did not prepare learners like her for the world of work. Instead of providing educational experiences that could foster independence and develop skills relevant to employment, Jane's school focused on activities that were seen as contenting her in adulthood, implying limited expectations for her future prospects and participation in the workforce.
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