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DPP1501 Assignment 3 2024 (843761) - DUE 29 July 2024 $2.50   Add to cart

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DPP1501 Assignment 3 2024 (843761) - DUE 29 July 2024

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DPP1501 Assignment 3 2024 (843761) - DUE 29 July 2024 QUESTIONS WITH ANSWERS

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  • July 4, 2024
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  • Exam (elaborations)
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DPP1501 Assignment 3
2024 (843761) - DUE
29 July 2024
QUESTIONS AND ANSWERS




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,DPP1501 Assignment 3 2024 (843761) - DUE 29 July 2024




Question 1

1.1 Read the information in the case study below to answer the questions that

follow.

Case study:

Empowering learners with disabilities in Africa Introduction: In many African

countries, learners with disabilities face various challenges in accessing

education. This case study explores the perspectives and experiences of

learners with disabilities in an African context. The focus is on a fictitious

country named Shangura, where efforts are being made to improve the

inclusivity of the education system. Although Shangura has its own cultural

beliefs, the country is growing in its recognition of the rights of learners with

disabilities. Community awareness campaigns and education programmes

provide insight into traditional practices that hinder inclusion. Parental

involvement is encouraged through regular communication, parent-teacher

meetings, and workshops on supporting learners at home. Community-based

initiatives include support groups and advocacy programmes to empower

parents and caregivers. Case study scenario: Shangura is a diverse country

in Africa with a rich cultural tapestry. The government has recently

recognised the need to look into the educational disparities faced by learners

with disabilities. The education ministry has implemented inclusive policies

and is working to create an environment that accommodates diverse learning

, needs, for instance by building accessible infrastructure and providing

assistive devices to ensure equal access to education for all learners,

including those with disabilities. Classrooms are adapted through flexible

seating arrangements, assistive technology, and additional learning

materials. Teacher training programmes include modules on inclusive

education, and ongoing support is provided through mentoring and

workshops. Continuous professional development is essential, and feedback

mechanisms are in place to deal with specific challenges faced by teachers.

Teachers in mainstream schools have been trained to identify learners with

disabilities through a combination of teacher observations, parent reports,

and formal assessments. Strategies to promote interaction and collaboration

among all students include peer support DPP1501/102/0/2024 7 systems,

group activities, and teacher collaboration to create an inclusive learning

environment. Assessment methods include standardised tests, observation

tools, and collaboration with special education professionals to determine

specific needs. Although the government faces challenges that include

funding limitations, measures are in place to ensure partnerships with non-

governmental organisations (NGOs) – and international organisations help

mitigate these issues.

Questions:

1.1.1 How are learners with disabilities identified in Shangura's education

system? (2)

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