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my original work produced by myself. I have duly acknowledged all other people’s work
(electronic and print) through the proper reference techniques, as stipulated in this module. I
have not copied the work of others and handed it in as my own. I have also not made my
work available to any fellow students to submit as their own.
2. 1. Differentiate between the following inclusive education concepts as used in this
module. You will be penalised for copying and pasting or rewriting definitions from the
study guide. Use your own words but keep the original idea. Give one example for each
concept (1 mark).
2.1.1 Disability and impairment
Impairment is an unending mental or physical deficit that a person has to live with. Once the
deficit starts to make life more difficult for the person concerned and affects their
development and learning, it becomes a disability.
For example, Senzo has spastic diplegia (a type of cerebral palsy). This causes his leg to be
stiff, due to this stiffness he will not be able to stand or walk. The impairment in Senzo’s case
will be his inability to move his legs easily at the joints. If he does not have surgery to let go
of contracted muscles, Senzo’s impairment may lead to imbalanced muscle contraction which
can cause hip dislocation and deformed bone growth. His inability to walk is his disability.
2.1.2 Extrinsic and intrinsic factors
Intrinsic factors are characteristics that a person is generally born with or acquired later on. It
is a problem within themselves. These are factors that relate to learner’s with physical or
, physiological deficits as well as their mental development. An example of an intrinsic factor
would be a learner with a sensory impairment, that is when one of their senses is affected, for
example their ability to see or hear
Extrinsic factors are characteristics that a person is not born with and it is not found within
themselves. Rather these are factors or barriers that are found outside the individual that
affect them and their ability to learn. For example the environment in which they grow up in
or their teachers who lack the skills to teach them.
2.2 Epilepsy: Elaborate on six (6) strategies which a teacher can use to support a learner
who experiences epileptic seizures in class.
- Prevent the learner from falling.
- Move any objects away so that they do not get injured.
- Turn the learner on one side so that the excess saliva may run out and not cause the learner
to choke.
- Do not put any objects into the learner’s mouth.
- Make sure that the learners clothes are loose, especially around the neck and the waist.
-Ensure that no one tries to hold the child and prevent movements of the body.
2.3 Mathematical problems manifest in learners at different phases/levels of their
primary education. Discuss five (5) strategies that educators can use to support learners
in the intermediate and senior phase who experience difficulties in mathematics.
- Foster interest and enthusiasm. As teachers we should try hard to promote interest and
enthusiasm towards mathematics in learners. In order for us to accomplish this, we should
give assignments within the scale of the learners and provide learners with opportunities for
self-discovery.
- Provide opportunities for practice. Learners need to have an ample amount of opportunities
to practise the new mathematical concepts taught to them.
- Help learners to monitor their progress. As they need to be aware of their own development
and growth so that they are able to feel motivated by it. This is why it is important to provide
feedback on their answers.
- Be sensitive and empathetic. As teachers we should not show any insensitive behaviour or
mannerisms, like publicly shaming a learner for giving out a wrong answer or letting their
fellow classmates aware of their failing test result.
- Make use of group works. This enables learners to work with and learn from other kids.
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