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INC3701 Assignment 3 Answers | 25th June 2024 | Referencing and researched answers (In line with this level Module) ENUSRING A DISTINCTION!$2.85
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INC3701 Assignment 3 Answers | 25th June 2024 | Referencing and researched answers (In line with this level Module) ENUSRING A DISTINCTION!
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Course
INC3701 (INC3701)
Institution
University Of South Africa (Unisa)
INC3701 Assignment 3, Due the 25th JUNE 2024. Answers REFERENCED, well RESEARCHED and in ACCORDANCE TO THIS STANDARD MODULES Expecations. Ensuring 100% accuracy!
ANSWERS REFERENCED, WELL RESEARCHED AND ANSWERED
IN ACCORDANCE TO THIS STANDARD MODULE
ENSURING 100% ACCURACY
RESEARCHED!
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INC3701 | ASSIGNMENT 3 | 25TH JULY 2024
ANSWERS REFERENCED, WELL RESEARCHED AND ANSWERED IN
ACCORDANCE TO THIS STANDARD MODULE ENSURING 100% ACCURACY
, INC3701 Assignment 3 | 25TH June 2024
INC3701 Assignment 3 | 25TH June 2024
Answers REFERENCED, well researched AND ANSWERED IN ACCORDANCE
WITH THIS STANDARD MODULE to ensuring 100% accuracy Answers
Provided!
Question 1
1.1 Explain to a novice educator on, what does a one size fits all approach
mean in teaching.
According to Stangl, Verma, Fleischmann, Morris, and Gurari (2021) In the context of
teaching, a "one size fits all" approach refers to a teaching method or strategy that is
applied uniformly to all students, regardless of their individual needs, preferences, or
learning styles. This approach assumes that all students will benefit from the same
instructional approach, without considering their unique characteristics or
requirements.
Drawing from the article "Going Beyond One-Size-Fits-All Image Descriptions to
Satisfy the Information Wants of People Who are Blind or Have Low Vision," 1 ……….
Questions Covered:
1.1 Explain to a novice educator on, what does a one size fits all approach mean in
teaching. ................................................................................................................ 15
1.2 Why have some researchers questioned the effectiveness of a one-size-fits-all
approach for image descriptions, particularly for people who are blind or visually
impaired (BLV)? Provide specific reasons mentioned in the passage to support
your answer. .......................................................................................................... 17
Alternative Answer: ................................................................................................ 17
1.3 Explain why adopting a one-size-fits-all approach to teaching is criticised and
how it may result in inequality of access, participation, and outcomes for learners.
............................................................................................................................... 18
1.4 Discuss the limitations of current automated techniques for generating image
descriptions, highlighted in the article. Provide evidence from the passage to
support your answer. ............................................................................................. 19
Alternative Answer: ................................................................................................ 20
1.5 Explain the two broad categories of technologies mentioned in the passage,
which are used to deliver image descriptions. Provide examples for each category.
............................................................................................................................... 21
1 Stangl, A., Verma, N., Fleischmann, K. R., Morris, M. R., & Gurari, D. (2021). Going Beyond One-Size-Fits-All Image Descriptions to Satisfy the Information
Wants of People Who are Blind or Have Low Vision. In The 23rd International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS ’21),
October 18–22, 2021, Virtual Event, USA. ACM, New York, NY, USA.
13
, INC3701 Assignment 3 | 25TH June 2024
Question 2 ................................................................................................................. 23
2.1 What initially concerned Rosie's teacher about her behaviour at school and
how did the teacher attempt to address the issue? ............................................... 23
Rosie's teacher was initially concerned because Rosie started crying every day at
school and expressed a strong desire to go home. The teacher attempted to
address the issue by calling Rosie's mother in for a discussion, thinking that
problems with friends or bullying might be the cause. ........................................... 23
2.2 Describe the environment in which Rosie lives and the potential factors
contributing to her distress at school. .................................................................... 23
2.3 How did Rosie's mother and teacher attempt to identify the source of Rosie's
emotional distress and what revelation helped them understand the root cause?.. 24
2.4 Explain the significance of the revelation about Rosie's father being a police
officer and the potential threat he faced from a local gang. How did this
information impact Rosie's emotional well-being? ................................................. 24
2.5 Discuss the strategies employed by Rosie's parents and teacher to address
her fears and reassure her. How did communication plans contribute to easing
Rosie's concerns? ................................................................................................. 24
Question 3 ................................................................................................................. 25
3.1 How do Bontle, Lesiba and Thato demonstrate that there is no single "correct"
way to study? ......................................................................................................... 27
3.2 Explain the reciprocal interaction between innate learner differences and the
learning environment, as mentioned in the passage. How does this interaction
influence the ways in which learners make meaning from their learning? ............. 27
3.3 In what ways does the concept of "normal" in education, particularly the bell-
curve model, fail to address the diverse needs of learners according to the
passage? Provide examples to support your answer. ........................................... 28
3.4 Discuss the significance of the shift in thinking mentioned in the passage,
where "diversity is the new normality." How is this shift challenging traditional
educational concepts and what implications does it have for teaching and learning
in diverse classrooms? .......................................................................................... 28
3.5 According to Hart (2004), why does real equity in learning become possible
when young people's school experiences are not organised based on judgments of
ability? Elaborate on the implications of this perspective for achieving equity for
diverse learners. .................................................................................................... 29
Question 4 ................................................................................................................. 30
4.1 Arrange the terms in the acronym LGBTIQ to explain each one and assist
novice teachers in understanding learners' sexual orientation and gender identity.
............................................................................................................................... 30
14
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