ETH306W Past Papers. ETH306W - Inclusive Education B
Inclusive education is the policy target of white paper 6 on special needs education. Provide 10
reasons why SA adopted this policy. (10)
- It is a human right
- It makes good educational sense
- It makes good social sense
- It promotes the...
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ETH306W PAST PAPERS 2016- CREATED BY RICHELLE LAMBERT *Indicate amount of tmee aeked
NOV 2016
Inclusive education is the policy target of white paper 6 on special needs education. Provide 10
reasons why SA adopted this policy. (10)
- It is a human right
- It makes good educational sense
- It makes good social sense
- It promotes the right to live
- and learn together
- It promotes acceptance of diversity
- It builds respect for one another
- It supports a uniform and responsive education
- and training system
- It supports the removal of all elementary discrimination
- It supports positive interaction
- and learning from one another
- It helps to build a rehabilitative and positive society
**Discuss the barriers to learning and development that learners may experience with reference to
both intrinsic and extrinsic barriers. (15)
INTRINSIC BARRIERS
- Intrinsic factors are factors located within individual learners
- learners are usually born with specific characteristics
- such as blindness or a missing arm.
- The learners' condition can be aggravated
- by a poor environment, ineffective education
- and inapplicable education
- so that they may become disabled.
- The most prominent intrinsic factors
- are physical / physiological impairments
- and personality characteristics.
- Genetic factors
- Prenatal, perinatal and postnatal brain damage.
- Disability and chronic illnesses can cause barriers to learning
- and development if the environment
- and the community do not adapt
- in order to provide for the needs of these learners.
- learners with impairments make use of supportive
- or assistive devices
- the barriers hampering their learning and development
- can largely be removed.
- If the learning centre is accessible to wheelchairs,
- learners in wheelchairs are not hampered
- If blind learners have access to reading and writing media
- (Braille and adapted computers)
- and mobility training they are also not hampered
- Intellectual impairments, severe autism or multiple impairments,
- however, can prevent learners from ongoing involvement
- in programmes in the ordinary learning centre
- that are aimed at facilitating learning and development.
- Sensory impairment. These occur when one of the senses is affected.
- A person has a visual or aural disability
- when his ability to see or hear is affected
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- and the environment does not make provision for support.
- Physical impairments. A person whose external physical appearance
- or functioning is affected has a physical impairment.
- an arm is missing or crippled,
- or a hand, leg or limbs cannot be used,
- with the result that movement requires the use of a wheel-chair or crutches.
- Mental or intellectual impairments. This renders affected persons
- mentally less capable than the average
- so that they find it much more difficult to comprehend and to learn.
- the emphasis in assessment is on what they know and can do.
- Multiple impairments: physical and intellectual impairments,
- or visual and hearing impairments.
- impairments such as epilepsy,
- autism and other forms of communication and behavioural disorders.
- physiological impairments refer to impairment in the functions of the body.
- These impairments comprise chronic diseases
- such as cancer,
- diabetes mellitus, Aids, tuberculosis
EXTRINSIC BARRIERS
- barriers are not within the learners themselves.
- They are perfectly normal at birth
- but circumstances beyond or outside the learners
- that is, their environment, home,
- upbringing or teaching
- are so inadequate that they adversely affect
- heir development and learning
- and ultimately cause barriers to their learning.
- Socioeconomic barriers. This includes the lack of access to basic services
- (medical services, housing),
- poverty, underdevelopment and other factors
- exposing learners to dangers
- such as child abuse, war and political violence.
- Discriminating attitudes. Labelling has a very negative effect on the self-image of learners.
- Labelling occurs when these learners are placed in special schools
- or when they are excluded from mainstream education
- occurs when learners are categorised.
- Very often people who label learners cannot determine
- what is needed for the system
- to satisfy the needs of the learners:
- for instance, a learner is classified as intellectually disabled
- and therefore also as uneducable
- after one formal assessment session,
- Inadequate knowledge of diseases such as Aids can lead to negative assumptions
- Inflexible curriculum. An inflexible curriculum that does not provide
- in the diverse needs of all the learners in the class
- can cause learning to fail;
- inadequately trained teachers can use teaching styles
- that handicap the initiative Downloaded
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ETH306W PAST PAPERS 2016- CREATED BY RICHELLE LAMBERT *Indicate amount of tmee aeked
- Language and communication. For many learners, teaching and learning take place
- in their second or third language.
- Inaccessible and unsafe environment.
- unsafe buildings in many instances prevent learners with physical disabilities
- from having access to the learning centres
- Inapplicable and inadequate provision of support services.
- A lack of parental recognition and involvement.
- A lack of human-resources development.
- A lack of strategies for developing humanresources
- and a lack of ongoing in-service training of teachers
******Describe the characteristics of learners with hearing impairments
- Often misinterprets instructions
- Turns its head to listen
- Watches the teachers lips
- Finds it difficult to locate the source of a sound
- Speaks to softly or too loudly
- Finds it difficult to associate with friends
- Cannot follow instructions given in a large hall
- Relies heavily on gestures
- Experiences problems with auditory memory
****Provide advice to teachers on how they could support learners with auditory impairments/
Discuss the support that you can render in the classroom
- Use an overhead projector to present material
- it allows the student to view a visual presentation
- and watch the teachers lips.
- Speak clearly in a normal tone of voice
- and at a moderate pace.
- Use visual signals to gain the student’s attention
- Ask questions to check understanding
- of orally presented directions & content
- Try to limit movement
- and unnecessary gestures
- when speaking to students
- Give test directions, assignments and lecture outlines in writing
- Present all spelling and vocabulary words in sentences
- Establish a visual signal to alert students to dangerous situations
- Face as near as possible to level of learner's eyes
- Teach students to look up difficult-to- pronounce words in the dictionary
Describe the challenges of the partially sighted learner
- These learners can see and are not blind
- Their visual sense might not be stimulated enough
- They should be encouraged to combine vision
- with nonvisual methods
- They only see globally and not the finer details
- They might have a lack of concentration
***Explain what you would do to accommodate the partially sighted learner during class activities
(Type of eye condition and amount of residual vision would determine the assistance given to a
learner) P151 (5-10)
- Allow the learners to sit closer to the board
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- Repeat the written work for the learners
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