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IFP3701 Assignment 3 (COMPLETE ANSWERS) 2024 - DUE 28 June 2024 Course Inclusive education in Foundation Phase (IFP3701) Institution University Of South Africa (Unisa) Book Diversity Pedagogy$2.57
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IFP3701 Assignment 3 (COMPLETE ANSWERS) 2024 - DUE 28 June 2024 Course Inclusive education in Foundation Phase (IFP3701) Institution University Of South Africa (Unisa) Book Diversity Pedagogy
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Course
Inclusive education in Foundation Phase
Institution
University Of South Africa
IFP3701 Assignment 3 (COMPLETE ANSWERS) 2024 - DUE 28 June 2024
Course
Inclusive education in Foundation Phase (IFP3701)
Institution
University Of South Africa (Unisa)
Book
Diversity Pedagogy
IFP3701 Assignment
3 (COMPLETE
ANSWERS) 2024 - DUE
28 June 2024; 100%
TRUSTED workings,
explanations and
solutions.
ADMIN
[COMPANY NAME]
,Read the following excerpt of the UNICEF report. Thereafter, read the
case study and answer the questions that follow: ARTICLE: Inclusive
schools pave the way for inclusive societies. Children’s right to
inclusive, quality education remains a challenge for children globally:
Maida Pasic, UNICEF Regional Adviser on Education for Europe and
Central Asia (12 February 2024) UNICEF REPORT Children’s right
to inclusive, quality education remains a challenge for children
globally. This is especially true for the nearly 11 million children with
disabilities living in 55 countries and territories in Europe and Central
Asia. UNICEF’s rece n t rep ort presents data from nine countries
across the region and outlines the challenges children with disabilities
face in accessing development and learning opportunities1. Data from
four counties and territories in the Western Balkans including
Kosovo2, Montenegro, North Macedonia and Serbia, find that
children with disabilities face discrimination and exclusion in their
homes, schools and communities, at all stages of childhood. In their
early years, children with disabilities are less likely to be played with
at home than children without disabilities, meaning they are less likely
to receive adequate early stimulation and responsive care. In Kosovo,
only 1 in 10 children with disabilities has access to books at home.
Stigmatisation, discrimination and neglect continue into school years.
Children with disabilities are more likely to be out of school than
children without disabilities. At primary school level, Montenegro and
North Macedonia have the highest rates of out- of-school children
with disabilities. Kosovo has the second highest rate among nine
countries with available data at the upper-secondary level, with 1 in 6
children with disabilities of upper-secondary age missing out on
school. In most countries with available data, children with disabilities
are less likely to demonstrate foundational literacy and numeracy
skills than children without disabilities. What are countries doing to
address this situation? Governments in the region are showing a strong
, commitment to reverse these trends. In all four countries and
territories in the Western Balkans, ministries of education have put in
place ambitious inclusive education reforms that have resulted in
systemic changes and attitudinal shifts and represent good practices
for the entire region. CASE STUDY AFF Primary School serves a
diverse community but faces significant challenges of inclusive
education. Despite several national policies supporting inclusive
education, AFF's principal, Mr Simpson, is sceptical of its
implementation at his school. This has resulted in a lack of training for
teachers to accommodate learners with barriers to learning in their
classrooms. As a result, Emily Johnson, a 10-year- old Grade 3 learner
at the school, has been struggling with mathematics and reading since
Grade 1. She was promoted to Grade 2 despite her difficulties, with
the hope that she would improve. By Grade 3, it was evident that
Emily could not perform at the expected level. She was therefore
retained in Grade 3 for two consecutive years. Foundation Phase
teachers discussed Emily’s work and reported their observations to the
Head of Department, Ms Khaoleza. Their report highlighted that
Emily's poor performance in class has severely impacted her overall
academic performance and self-esteem; she is often disengaged during
lessons, she exhibits signs of frustration, low selfconfidence and
avoids reading aloud and participating in any mathematical activities.
Question1 Drawing from the UNICEF report and case study above: a).
Analyse the impact of the principal's scepticism about inclusive
education on the overall learning environment at AFF Primary School.
The b). How does this attitude affect the following role players? -
Teachers - Learners (particularly those with learning barriers like
Emily Johnson) Dr Phumzile Mlambo-Ngcuka asserts that in South
Africa, many learners (of the same age as Emily Johnson) experience
reading difficulties. Watch the 2030 reading panel video on YouTube
or on the link provided below and answer questions that follow:
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