We are pleased to welcome you to this module Inclusive Education A and hope that you will find it both interesting and rewarding. We will do our best to make your study of this module successful. You will be well on your way to success if you start studying early in the semester and resolve to do the assignment(s) properly. You will receive a number of tutorial letters during the semester. A tutorial letter is our way of communicating with you about teaching, learning and assessment.
This tutorial letter contains important information about the scheme of work, resources and assignments for this module. We urge you to read it carefully and to keep it at hand when working through the study material, preparing the assignment(s), preparing for the examination and addressing questions to your lecturers. In this tutorial letter (101), you will find the assignments and assessment criteria as well as instructions on the preparation and submission of the assignments. It also provides all the information you need with regard to the prescribed study material and other resources and how to obtain them.
Please study this information carefully and make sure that you obtain the prescribed material as soon as possible. We have also included certain general and administrative information about this module. Please study this section of the tutorial letter carefully. Right from the start we would like to point out that you must read all the tutorial letters you receive during the semester immediately and carefully, as they always contain important and, sometimes, urgent information. We hope that you will enjoy this module and wish you all the best! 2 PURPOSE, LEARNING CONTENT AND OUTCOMES OF MODULE
Before starting with your studies and to be able to complete your assignments it is important to know WHAT the purpose of this module is, therefore WHY you should study the content of this module, WHAT the content of this module is, therefore WHAT this module is all about and WHAT outcomes are envisaged with the content. Firstly, study the following information in the relevant sections of Tutorial Letter 102: • The seven (7) study units, relevant themes and sub-themes of the content of this module. You need to study the curriculum outlay in the relevant section of Tutorial Letter 102 very thoroughly. The module-design. 3 2. 1 Purpose of this module Further to the outcomes aimed at with the programme at second, third and post graduate university level , the intended purpose of this module, Inclusive Education A, is to equip you with the necessary knowledge, insight regarding the inclusive education approach and with skills regarding learners who experience intrinsic barriers to learning and to foster the values/attitude required to effectively identify, assess and support these learners within your specific specialisation phase. 2. 2 Learning content
When you are studying the content of this module, Inclusive Education A (previously known as Special Needs Education A), you will receive a broad theoretical orientation and practice-based information on the following content: • Inclusive education • Learning support to learners who experience barriers to learning in your specific phase of specialisation, in “regular”/ “ordinary” inclusive education settings, namely: i) ii) • Early childhood development phase (0-9 years old) (B Ed students in the Early Childhood Development: Foundation Phase programme).
Intermediate and Senior Phase (10-14 years old) (B Ed and PGCE students in the intermediate and senior phase programme). Learner and teacher support to enable you to include all learners’ diverse needs and to establish/develop the inclusive education practice in your specific phase of specialisation. In the other module: Inclusive Education B (ETH306W) you will find a detailed discussion with regard to the various impairments and delays, the causes and manifestations thereof and the specific learning support for each of these barriers.
The focus in this module ETH302S will be on the theoretical content of the field of study: Inclusive Education with the focus on the learning support to learners who experience barriers to learning in “regular” schools and the implementation thereof in practice in your specific phase of specialisation. Now study the following summary of the study content. 4 ETH302S/101 THE MODULE INCLUSIVE EDUCATION A Inclusive education: Orientation to the module • STUDY UNIT 1: INCLUSIVE EDUCATION Introduction to inclusive education •
STUDY UNITS 2 AND 3: LEARNERS WHO EXPERIENCE BARRIERS TO LEARNING Barriers to learning: Manifestations and causes of barriers to learning • STUDY UNIT 4: LEARNER SUPPORT Identification and assessment of learners who experience barriers to learning in your specific specialisation phase. STUDY UNITS 5 AND 6: LEARNER SUPPORT Planning and implementation of the learning support programme • STUDY UNIT 7: TEACHER SUPPORT: The inclusive education support network/services at the various levels 2. 3 Outcomes Pay attention to the following summary of the outcomes envisaged by this module.
Raise awarenes about inclusive education with the focus on learners who experience barriers to learning in inclusive schools. Outcome for Study Unit: Students as learners should effectively demonstrate their understanding of and insight into the field of study of this module: inclusive education with the focus on learners who experience barriers to learning (e. g. impairments, emotional problems, behavioural problems, learning difficulties and developmental problems) and the implementation of/responding to) the inclusive education policy in your phase of specialisation.
Knowing the learners who experience barriers to learning in inclusive schools (Study Units 2 and 3) 5 Outcome for Study Units 2 and 3: Learners should effectively demonstrate their knowledge and understanding of the nature of barriers to learning. Learners should be able to interpret the nature of barriers to learning: • the causes of barriers to learning • the manifestations of barriers Knowing, identifying and assessing learners who experience barriers to learning and to provide learning support (Study Unit 4). Outcome of Study Unit 4:
Learners should effectively demonstrate their knowledge and understanding of the inclusive school and their role and responsibilities with regard to their task to identify learners who experience barriers to learning early and to assess learners who experience barriers to learning continuously. Sharing information about how to implement learner support to learners who experience barriers and how the learning support programme should be planned and be implemented (Study Units 5 and 6). Outcome for Study Units 5 and 6:
Students should be able to demonstrate their understanding and knowledge of learner support: how to plan and implement a learning support programme. • Mobilising and encouraging you as teachers to cooperate and collaborate with parents/caregivers, communities and persons involved at the various educational levels (the education network of support services), to become part of the implementtation process of inclusive education in your phase of specialisation (Study Unit 7). Outcome for this Study Unit 7: Students should be able to demonstrate their understanding and knowledge of the following aspects: • • • •
The role of the school management and organisation with regard to teacher support and the collaboration with other stakeholders involved. Partnership in inclusive education: institutional level support system. Cooperation with parents/caregivers. Organisation of learning support at the different levels, for example in the district (education district office), the community (involving parents, business, NGOs, municipalities, other schools, etc) and at provincial and governmental level. 6 ETH302S/101 I am sure that, once you have completed this module, you will have a better understanding of your skills and attitude towards inclusive education.
Only then will it be possible with this knowledge to identify and address barriers to learning located within the school system, the education system and in the wider context (social, economic and political factors) in order to be able to provide, develop and maintain inclusive and quality education on an equal basis to all learners with diverse needs. 3. CONTACT WITH YOUR LECTURER AND THE UNIVERSITY 3. 1 Lecturers The details of the lecturer will be announced as soon as possible 3. 2 Department In case of an emergency please contact the Department Secretary at: •
Tel (only RSA) 012 429 4583 • Faks (RSA) 012 429 4909 • E-mail [email protected] ac. za By Letter: Address all correspondence to: Department of Teacher Education PO Box 392 UNISA 0003 You may enclose more than one letter in an envelope but do not make enquiries to different departments (eg Dispatch and Library Services) in the same letter. This delays the replies to your enquiries. Write a separate letter to each department and mark each letter clearly for the attention of the department concerned. Letters to lecturers may not be enclosed with assignments.
Always write your student number, module code, telephone number and/or fax number at the top of your letter. 3. 3 University If you need to contact the University about matters not related to the content of this module, please consult the publication my Studies @ Unisa, which you received with your study material. This brochure my Studies @ Unisa contains information on how to contact the University (e. g. to whom you can write for different queries, important telephone and fax numbers, addresses and details of the times certain facilities are open).
Please note that all administrative enquiries should be directed to: • • • Fax number (RSA) Fax number (international) Email (012) 429 4150 +27 12 429 4150 [email protected] ac. za Always use your student number when you contact the University. 7 4 STUDENT SUPPORT SYSTEM For information on the various student support systems and services available at UNISA (e. g. student counselling, tutorial classes, language support), please consult the publication my Studies @ Unisa that you received with your study material. 4. 1 Contact with fellow students 4. 1. 1 Study groups It is advisable to have contact with fellow students.
One way to do this is to form study groups. The addresses of students in your area may be obtained from the following department: Directorate: Student Administration and Registration PO Box 392 UNISA 0003 4. 1. 2 myUnisa If you have access to a computer that is linked to the internet, you can quickly access resources and information at the University. The myUnisa learning management system is UNISA’s online campus that will help you to communicate with your lecturers, with other students and with the administrative departments of Unisa – all through the computer and the internet.
To go to the myUnisa website, start at the main Unisa website, http://www. unisa. ac. za, and then click on the “Login to myUnisa” link on the right-hand side of the screen. This should take you to the myUnisa website. You can also go there directly by typing in http://my. unisa. ac. za. Please consult the publication my Studies @ Unisa which you received with your study material for more information on myUnisa. 4. 1. 3 Discussion classes A series of orientation sessions will be scheduled for the beginning of 2012 in the following areas: Pretoria and Durban.
Various aspects regarding your teaching practice period will be discussed in detail. You will receive more information at a later stage. A series of discussion classes will also be scheduled during each semester. In follow-up tutorial letters linked to the various modules you will receive information on the content which was addressed during the discussion classes. Group discussions will also be announced and scheduled on myUnisa. 4. 1. 4 Tutorials At the moment, we offer face-to-face tutorials at regional learning centres across South Africa.
A tutor can assist you to understand your study material, approach your assignments correctly, and offer you more opportunities for practicing skills, and so on. A tutorial is a regular meeting of students under the leadership of a tutor. The tutor leads you through aspects of the study material with which you are experiencing difficulties. 8 ETH302S/101 NB: Please refer to: • https://my. unisa. ac. za for tutorials available at UNISA Learning Centres throughout the country –click on the link 4. 1. 5 Video conferencing
UNISA is currently providing tutorials by means of video-conferencing at some of its learning centres. This mode of delivery will be used as and when necessary. Video conferences: • provide “live” tutorial support for learners who live in remote areas (where the facilities are available) • is a viable technology for providing quality tutorial support while reducing costs; research has shown that there is “no significant difference” between the results obtained by distance learners and those obtained by students who have been taught in a traditional face-to-face environment 4. 1. 6 Satellite delivery
At UNISA, satellite transmission is used for the live presentation of lectures, tutorials or training programmes to learners using a television screen at UNISA regional centres. You will be informed by SMS about the satellite broadcasts for any modules for which you are registered. 5 TUTORIAL MATTER 5. 1 Inventory letter You should have received an inventory letter telling you what you have received in your study package and also showing items that are still outstanding. Also see the brochure entitled my Studies @ Unisa. Check the study material that you have received against the inventory letter.
You should have received all the items listed in the letter, unless there is a statement like “out of stock” or “not available”. If any item is missing, follow the instructions on the back of the inventory letter without delay. PLEASE NOTE: Your lecturers cannot help you with missing study material. 5. 2 Tutorial matter The tutorial matter of this module will be delivered as follows: • Tutorial Letters 101 and 301 at registration (and others will follow later) • The prescribed book. 9 Apart from Tutorial Letters 101 and 301, you will also receive other tutorial letters during the semester.
These tutorial letters will not necessarily be available at the time of registration, but will be dispatched to you as soon as they are available or needed (for instance, for feedback on assignments). If you have access to the internet, you can view the study guides and tutorial letters for the modules for which you are registered on the university’s online campus, myUnisa, at http://my. unisa. ac. za. 5. 3 The prescribed book The prescribed book for your phase of specialisation is the following: • Engelbrecht, P, Green, L, Naicker, S & Engelbrecht, L. 2009.
Inclusive education in action in South Africa. 9Th Impression. Pretoria: Van Schaik. NB! All the previous editions since 1999 may also be used. It is essential that you buy the prescribed book, since it is an important source required to assist you in answering assignments 01 and 02. • Obtain this book at a well-known bookshop • Please consult the list of official bookshops and their addresses in my Studies @ Unisa. If you have any difficulties obtaining the prescribed book from the above-mentioned book-shops, you can phone the Registrar (Academic): 5. 4 Resources 5. 4. 1 Recommended books
There are no recommended books for this module. 10 ETH302S/101 6 HOW THE ASSIGNMENT SYSTEM WORKS 6. 1 Assignments and learning Assignments are seen as part of the learning material for this module. As you do the assignment, study the reading texts, consult other resources, discuss the work with fellow students or tutors or do research, you are actively engaged in learning. Looking at the assessment criteria given for each assignment will help you to understand what is required of you more clearly. In some cases, additional assessment 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. 6. 2 General remarks PLEASE NOTE: Enquiries about assignments (e. g. whether or not the University has received your assignment or the date on which an assignment was returned to you) must be directed to: [email protected] ac. za You might also find information on myUnisa. To go to the myUnisa website, start at the main Unisa website, http://www. unisa. ac. za, and then click on the ‘login to myUnisa’ link under the myUnisa heading on the screen.
This should take you to the myUnisa website. You can also go there directly by typing in http://my. unisa. ac. za. Assignments should be addressed to: The Registrar PO Box 392 UNISA 0003 You may submit written assignments and assignments done on mark-reading sheets either by post or electronically via myUnisa. Assignments may not be submitted by fax or email. For detailed information and requirements as far as assignments are concerned, see the brochure my Studies @ Unisa, which you received with your study material. To submit an assignment via myUnisa: Go to myUnisa.
Log in with your student number and password. Select the module. Click on assignments in the menu on the left. Click on the assignment number you want to submit. Follow the instructions on the screen. 11 6. 3 Feedback on assignments You will receive the correct answers automatically for multiple-choice questions. For written assignments, markers will comment constructively on your work. However, feedback on compulsory assignments will be sent to all students registered for this module in a follow-up tutorial letter, and not only to those students who submitted the assignments.
The tutorial letter numbers will be 201, 202, etc. As soon as you have received the feedback, please check your answers. The assignments and the feedback on these assignments constitute an important part of your learning and should help you to be better prepared for the next assignment and the examination. 6. 4 Due dates The due dates for the submission of the compulsory assignments are as follows: First semester: 01 12 March (multiple choice questions) 02 12 April Second semester: 01 03 September (multiple choice questions) 02 01 October 6. 5 Unique number: 200255
Unique number: 245440 Unique number: 336657 Unique number: 323216 Assessment of assignments Please note: Although students may work together when preparing assignments, each student must write and submit his or her own individual assignment. In other words, you must submit your own ideas in your own words, sometimes interspersing relevant short quotations that are properly referenced. It is unacceptable for students to submit identical assignments on the basis that they worked together. That is copying (a form of plagiarism) and none of these assignments will be marked.
Furthermore, you may be penalised or subjected to disciplinary proceedings by the university. 12 ETH302S/101 7 HOW THE EXAMINATION WORKS For general information and requirements as far as assignments are concerned, see the brochure my Studies @ Unisa, which you received with your study material. 7. 1 Examination admission To gain entrance to the examination you will need to submit the multiple-choice assignment pertaining to the semester in which you take this module. You will not be allowed to sit for the examination if you did not submit this assignment. . 2 Semester mark It is important that you do your best in assignments as they count towards your final mark for this module. Assignment 01 counts 40% while Assignment 02 counts 60% of the semester mark. Your final mark is calculated as follows: • • Semester mark (assignments 01 & 02) (10%). Examination mark (90%). Obviously, if the compulsory assignments are not submitted or submitted late (for whatever reason), no marks can be awarded. The percentage achieved in the examination is used in the calculation of your final mark.
As stated previously, the final mark is calculated as follows: Semester 10% + Examination mark 90% A final examination mark of 50% or more is required to pass the module. 7. 3 Examination period This module is offered in a semester period of 15 weeks. This means that if you are registered for the first semester, you will write the examination in May/June 2012 and the supplementary examination will be written in October/November 2012. If you are registered for the second semester, you will write the examination in October/November 2012 and the supplementary examination will be written in May/June 2013.
During the semester, the Examination Section will provide you with information regarding the examination in general, examination venues, examination dates and examination times. 7. 4 Previous examination papers Previous examination papers are available to students. We advise you, however, not to focus on old examination papers only as the content of modules and therefore examination papers change from semester to semester. You may, however, accept that the type of questions that will be asked in the examination will be similar to those asked in the activities in your study guide and in the assignments. 13 . 5 Tutorial letter with information on the examination To help you in your preparation for the examination, you will receive a tutorial letter that will explain the format of the examination paper, give you examples of questions that you may expect and set out clearly what material you have to study for examination purposes. We hope that you will enjoy this module and we wish you success with your studies. Best wishes Your lecturer 8 ASSIGNMENTS AND ASSESSMENT CRITERIA 8. 1 Outcomes of assignments To achieve the outcomes envisaged with the answering of your assignments, you have to: • • • • • • • • • • • how that you have done research or a meaningful study with regard to inclusive education with the focus on learners who experience barriers to learning have a well-integrated knowledge of and insight into the learning material of the curriculum. show critical and creative thinking develop as a well-equipped academic in such a way that you can think in an intelligent and constructive manner and reason in a rational way critically analyse, assess and compare aspects of inclusive education apply the study content skilfully in different ways in practice, for example to identify and assess learners who experience barriers to learning effectively emonstrate that you accept the challenge to work in an inclusive education system and to . extend it. think contextually, for example, you can reflect on learning from individual experience and academic disciplines in relation to local political, social and economic realities practice ethics pertinent to your particular profession as a professional teacher demonstrate sensitivity towards attitudes and values relevant to a just, democratic and inclusive society/community develop an ability to assess and also insight which will be of great value in the examination as well as in your later life and work
To acquire these abilities, you must be systematic in tackling the problems you will encounter in studying the content of this module and completing the assignments. Approach assignment questions from a scientific viewpoint. Try to adopt a critical attitude to what you read. Study the material in this module, interpret it, make sure you understand it, discuss it critically and supplement it with new ideas. Lastly, reduce the study material to essential elements, so that you can reproduce the contents of every section.
This means it is more important to learn from the assignments rather than passing or failing the assignments. 14 ETH302S/101 8. 2 Assessment criteria for assignments The assessment criteria, the purpose and the outcomes envisaged by the content and assignments of this module cannot be separated. The following are assessment criteria linked to the outcomes stated in section 2 of this tutorial letter (refer to the outcomes). The outcomes of each study unit refer to what you should have achieved after completing this module. Assessment criteria will be provided for each outcome. 8. 2. 1
Assessment criteria for the questions set to cover the content of the study units In the assignments students should show evidence of understanding and insight of the aspects of : • • inclusive education and demonstrate that they can critically assess these aspects of inclusive education and be able to respond to the challenges thereof: the causes and manifestations of the nature of barriers to learning. Students should be able to critically assess these aspects to respond to the challenge of addressing barriers to learning in the specific phase of specialisation and to create a barrier-free environment. he inclusive school and their identification and assessment responsibilities as assessors of learners who experience barriers to learning. learner support in the inclusive school 8. 3 First and second Semester assignments 8. 3. 1 Assignment 01: Compulsory multiple-choice assignment Active student assignment • • Take note of the following important issues! • • • • • Complete these multiple-choice questions before 12 March. Answer the questions on a mark reading sheet (refer to guidelines in my Studies @ Unisa). Fill in the unique number on the mark reading sheet. No extension will be granted.
Please do not contact me at all because I cannot grant you an extension. This assignment will be marked by a computer until the closing date and no assignments will be accepted at a later date. If you fail to submit the Active student assignment you will not be allowed to write the examination. A few directions for answering the multiple choice questions: • • • You are requested to write on the mark reading sheet only or submit it on myUnisa. For each item indicate your answer by writing a number ranging from 1 to 5 in the square next to the number of the question concerned.
Please make sure that the question number corresponds with the number on the answer sheet. These multiple-choice questions are based on knowledge, understanding and insight. You will not necessarily find the statements directly on a certain page in your prescribed book or tutorial letters. Do research! 15 Relevant sources to be studied: Remember that at your level of study you should be able do your own research. 8. 3. 2 Assignment 2 Take note of the following important issues: This assignment comprises of a variety of questions on study units 1-7. You must include the assignment unique number.
You can answer either option 1 or option 2. However you must prepare on both options for the examinations. 8. 4 Second semester assignments PLEASE NOTE: Do not hand in assignments in the first semester if you have registered for the second semester. 16 ETH302S/101 ASSIGNMENT 01: FIRST SEMESTER COMPULSORY ACTIVE STUDENT ASSIGNMENT MULTIPLE-CHOICE QUESTIONS DUE DATE: 12 March UNIQUE NUMBER: 200255 ASSIGNMENT 01: SECOND SEMESTER COMPULSORY ACTIVE STUDENT ASSIGNMENT MULTIPLE-CHOICE QUESTIONS DUE DATE: 03 September UNIQUE NUMBER: 336657 Answer all the following multiple choice questions. 1. 1
What skills do you think you should acquire in order to be able to support learners who experience barriers to learning in your phase of specialisation? a b c d e The skills to be able to timely identify learners who experience barriers to learning. The skills to be able to assess learners who experience barriers to learning. The skills to be able to continually assess learners who experience barriers to learning. The skills to co-operate with the parents and other persons who are involved with learners who experience barriers to learning. I possess all the skills in order to support learners who experience barriers to learning.
Choose the correct answers (1. 1- 1. 10) 1. 2 According to the Report of the Public Hearing on the Right to Basic Education of 2006, the following key issues are indicated as causes why quality education is not taking place in South Africa: a b c d e Poverty Learners affected by HIV/AIDS Violence and abuse Inclusivity: Education facilities are not available or not accessible for some learners with impairments All the above-mentioned key issues 17 1. 3 Teachers should master the following identification skills to enable them to do early identification: a b c d e 1. 4 Diagnostic testing, informal observation.
Informal evaluation, listening, asking questions. Writing reports, informal screening, keeping a portfolio Intuition, observation, asking questions. Interviews with the therapists, parents and learners themselves Teachers should acquire the following assessment skills before they will be able to perform ongoing assessment of learners who experience barriers to learning: a b c d e Diagnostic tests, informal observation. Systematic observation, report writing, keeping a portfolio. Intuition, observation, asking questions. Informal evaluation, listening, asking questions.
Report writing; informal screening, keeping a portfolio. 1. 5 What are the implications of the inclusive education approach to you as teacher in your phase of specialisation? a Parent / caregiver and community involvement and empowerment. b. Provision of human resources and physical resources. c. Adaptions to the classroom environment and organisation. d. Training of all teachers to gain insight in inclusive education. e. All of the above statements. 1. 6 Which one of the following tasks is the most difficult phase in the assessment process of a learner who experience barriers to learning? a b c d e 1. 7
The responsibilities of the district-based teams are the following: a b c d e 1. 8 Planning of the assessment component of the learning support programme. Collecting and writing the report. Interpreting of the assessment facts. Communication of assessment results. The assessment-teaching-learning circle. Provision of assessment instruments. Functioning on a consultative basis. Coordinating professional support services to teachers. Training of teachers regarding the assessment of learners who experience barriers to learning. All the abovementioned statements are correct. Learning support implies … a b c d e n integrated education system. the development of a community-based support network. adequate provision of human sources. access to a differentiated curriculum. All the above-mentioned statements. 18 ETH302S/101 1. 9 Indicate the incorrect statement: In the planning of the learning support programme … take place to support learners who experience barriers to learning. a b c d e 1. 10 curriculum differentiation curriculum adaptations towards a special curriculum outcomes adaptation adaptations to the duration of the support programme assessment adaptations Teacher support implies … a b c d e intersectoral cooperation. trans-disciplinary support approach. an integrated support network. a preventive support approach. All the above-mentioned statements. Identify the combinations of statements that are most suitable in questions 1. 11 to 1. 20. 1. 11 Indicate the incorrect combination of statements: The assessment of barriers to learning is one of the most important responsibilities of the teacher in the ECD centre of learning and/or school. The teacher’s assessment task is … a b c d e 1 2 3 4 5 1. 12 early observation of learner’s handicaps to be able to provide therapy. the application of ongoing self-assessment and peer group assessment. o value the assessment of learning outcomes as their most important task. the assessment of causes of barriers located within the context of the learner. baseline assessment as point of beginning. ab ac bc cd de The following national and education documents promote inclusive education: a b c d e South African Schools Act 84 of 1996. NCSNET / NCESS report of 1997. Education White Paper 6 on Special Needs Education of 2001. Draft National Strategy on screening, identification, assessment and support of 2006. The Constitution of the Republic of South Africa Act No. 108 of 1996. 1 2 3 4 5 abcd abde acde bcde
All of the above documents. 19 1. 13 Fundamental principles of inclusive education are: a b c d e 1 2 3 4 5 1. 14 Provision of education to all learners and catering for their diverse needs. Open access to various inclusive learning contexts. Acceptance of a learner as “he is” in comparison with the average learner. Changing the learner to fit the system or context. Acceptance that all learners can learn, but not at the same pace. abc abe ade bce cde Which of the following statements with regard to inclusive education are correct? a b c d e 1 2 3 4 5 1. 15 The inclusive education system is based on respect for human dignity. Ordinary” early childhood development centres of learning and schools must provide for learners who need a low-intensity level of support. OBE disregards learners who experience barriers to learning. Thirty full-service schools will be sufficient in South Africa. The inclusive education approach is a short term plan. ab ac ad be cd Special schools according to the inclusive education approach … a b c d e 1 2 3 4 5 1. 16 must serve as resource centres. should be converted into full-service schools . should have [email protected] curricula. must be part of the educational support services. hould provide specialised teaching and a high-intensity level of support. abc ade bce bcd cde Centre of learning-based or school-based / institutional level support teams … a b c d e are necessary for learner and teacher support. refer to a model of service delivering at centre of learning level or school / institutional level. form a core component of an overall education support structure. should contain the minimum competencies required by the centre of learning or school. ensure that all learners’ and system needs are met. 1 2 3 4 5 abcd abde acde bcde All of the above statements. 20 ETH302S/101 . 17 Community-based support according to the inclusive approach should … a b c d e 1 2 3 4 5 1. 18 provide support to teachers and learners in inclusive education settings. provides appropriate support to meet learner and system needs. utilise skills and facilitate expertise available in the community. includes the identification of and access to community resources. creates the opportunities for the social integration of all learners who are impaired. abcd abde acde bcde All of the above statements. District-based support teams … a b c d e 1 2 3 4 5 1. 19 are essential for learner and teacher support. hould only provide professional support to teachers in “ordinary” schools. are adequate to provide parent and community support. is also responsible for teacher training in barriers to learning. should work together with the early childhood development centre or school-based / institutional level support teams. abc abd ade bcd cde Full service schools … a b c d e are “ordinary” primary schools converted into full-service schools. only welcomes learners experiencing severe impairments. should provide a full range of support services. will be the first step to provide support closer to home. rovides support to learners who require a medium-intensity level of support. 1 2 3 4 5 abcd abde acde bcde All the above statements. 21 1. 20 In inclusive early childhood development centres of learning or schools … a b c d e all teachers should be empowered to know how to establish inclusive practices. the centre-based or school-based / institutional level support teams must support teachers. the ethos should always reflect respect and acceptance of diversity and equity. all teachers should create a positive learning environment. the policy should always make provision for inclusion. 1 2 3 4 5 abcd abde acde cde All of the above statements [Total: 20] 22 ETH302S/101 ASSIGNMENT 2: ASSIGNMENT 02: FIRST SEMESTER COMPULSORY ACTIVE STUDENT ASSIGNMENT DUE DATE: 12 April UNIQUE NUMBER: 245440 ASSIGNMENT 02: SECOND SEMESTER COMPULSORY ACTIVE STUDENT ASSIGNMENT DUE DATE: 01 October UNIQUE NUMBER: 323216 Answer either option 1 or option 2 OPTION 1 (Study units 1-2) 2. 1. 1 Name your country of residence. Briefly describe the educational approach towards learners who experience barriers to learning in your country of your residence. (5) 2. 1. 2 Discuss three reasons for the movement towards an inclusive education. (6) 2. 1. 3
List five implications of inclusive education and discuss the challenges to the teacher as supporter of learners who experience barriers to learning in your phase of specialisation. (5) Discuss, and give examples, of factors located in the home environment which may cause barriers to learning in your phase of specialisation. (6) 2. 1. 4 2. 1. 5 Explain, with the aid of examples, how factors in the education system at the various levels may cause barriers to learning. (8) 2. 1. 6 Discuss, and give examples, of factors located in the wider context which may cause barriers to learning in your phase of specialisation. 6) Discuss, with the aid of examples, the causes of barriers within the young learner and mention the manifestations thereof. Use the diagram below to assist you. (8) 2. 1. 7 23 Causes located within the young learner him or herself (previously known as intrinsic causes) Examples of causes Manifestations Prenatal Mention prenatal causes of impairments, e. g. ………………………………………… ………………………………………… ………………………………………… Examples of the manifestations of impairments caused by prenatal factors: …………………………………………. ………………………………………….. Perinatal Mention perinatal causes of impairments (during birth): ………………………………………… ………………………………………… ………………………………………… ………………………………………… Examples of the manifestations of impairments caused by perinatal factors: ………………………………………….. ………………………………………….. …………………………………………..
Postnatal Mention postnatal causes (after birth), e. g. : Examples of the manifestations of impairments caused by postnatal factors: ! Accidents, e. g. ………………………………………… ………………………………………… ! Chronic illnesses, e. g. ………………………………………… ………………………………………… ………………………………………… ………………………………………… Due to accidents ………………………………………….. …………………………………………..
List chronic illnesses: ………………………………………….. ………………………………………….. ………………………………………….. ………………………………………….. 2. 1. 8 Explain, with the aid of examples, how barriers to learning located outside the learner may manifest in your phase of specialisation. [TOTAL: (6) 50] OPTION 2 (Study Units 3-7): 2. 2. 1 List the identification and assessment procedures and discuss one of these adapted assessment procedures that you consider to be important in your phase of specialisation. 10) 2. 2. 2 Identify the components in the planning or design of a learning support programme and discuss one adapted component that you consider to be important in your phase of specialisation. (9) 2. 2. 3 List two learning support strategies and explain how positive experiences may be promoted by the implementation of cooperative learning in your phase of specialisation. (6) Discuss the new school-based / institutional level support approach towards learner and teacher support versus the old support approach toward learners with special educational needs in the past. (8) 2. 2. 4 24
ETH302S/101 2. 2. 5 List three reasons why parental/caregiver empowerment is important and discuss three ways of involving the parents/caregivers of learners who experience barriers to learning in your phase of specialisation. (9) 2. 2. 6 Discuss the various learning contexts / inclusive educational settings available according to the White Paper 6 on Special Needs Education (2001). (8) [TOTAL: 50] 25 26 ETH302S/101 QUESTIONNAIRE COMPLETE — PLEASE ANSWER THE FOLLOWING QUESTIONS AND SUBMIT THE QUESTIONNAIRE AT THE END OF THE SEMESTER IN AN ORDINARY ENVELOPE DIRECTLY TO THE LECTURER. Have you acquired the prescribed book for this module? Yes 2 Have you worked through the RELEVANT SECTIONS in your prescribed book as indicated in the tutorial letters? Yes 3 No Did you use the detailed CURRICULUM OUTLAY and relevant SOURCES in TUTORIAL LETTER 102 and other tutorial letters to work through the prescribed book? Yes 5 No Have you studied the study units and theme in the curriculum outlay in Tutorial Letter 102? Yes 4 No No Did the tutorial letters guide provide you with sufficient guidance to work through the prescribed book? First refer to the curriculum outlay and all the sources mentioned in the other tutorial letters that you have received before answering this question. ) DO NOT ANSWER THIS QUESTION IF YOU DID NOT DO RESEARCH YET OR DID NOT READ THE TUTORIAL LETTERS THOROUGHLY. Not at all To some extent To a great Extent Fully Is the terrain (field) covered in the module set out clearly in the curriculum outlay? REFER TO TUTORIAL LETTER 102 Not at all To some extent To a great Extent Fully Suggestions to improve this module: ……………………………………………………………………………………………………………. ………… ………………………………………………………………………………………………………………………. 27