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INC4801 Assignment 4 (COMPLETE ANSWERS) 2024 (151100) - DUE 11 October 2024; 100% TRUSTED Complete, trusted solutions and explanations
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INC3701
EXAM PACK
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INC ASSIGNMENTS 1,2 AND 3
Below are five statements on quality education. Indicate whether each statement
is True or False. (10)
When people get quality education, they can break the cycle of poverty. TRUE
Education helps to reduce inequalities. TRUE
Education helps people to live healthy and sustainable lives. TRUE
It fosters tolerance among people. TRUE
Owing to quality education, more societies are peaceful. FALSE
1.Learners need of the most of the learners may arise because of an inflexible
curriculum. TRUE
2. One of the key strategies for establishing inclusive education is to convert special
schools into resources centres. TRUE
3. inclusion focuses on overcoming barriers in the system that prevent it from full range
of learning needs. TRUE
4. learners in need of high-intensive educational support will continue to receive such
support in full-service schools. FALSE
5. members of the school governing body are primary resources to achieve the goal of
inclusive education because they are the ones who spend most of the time in the
classrooms. FALSE
6. A negative attitude towards diversity is one of the intrinsic factors causing learning
barriers in the most of the learners in schools. FALSE
7. Establishing an inclusive education system requires changes to mainsteam
education,early identification and appropriate support service. TRUE
8. Ensuring accessibility of the school buildings such as the establishment of ramp
access is the responsibility of the Department of Health. FALSE
9. Crises in the family can lead to child abuse. TRUE
10. Acceptance of inclusion and public awareness will be essential for the establishment
of an inclusive society. TRUE
11. Different learning needs may arise because of inaccessible and unsafe
Buildings. TRUE
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1.2 In South Africa, one of the key strategies for establishing inclusive education is to
integrate special schools into all communities. TRUE
1.3 The goal of integration is to maximise the social integration of learners with and
without disabilities. TRUE
1.4 Principals of special schools are the only people to ensure the implementation of
inclusive education in all schools within their districts. FALSE
1.5 Inclusive education mandates that we acknowledge that all learners are the same in
terms of their abilities. FALSE
1.6 Inappropriate trained teachers are one of the intrinsic factors causing
learning barriers in most of the learners in school. FALSE
1.7 Schools must NOT use school readiness tests to determine if a learner is ready to
access basic education. FALSE
1.8 Involvement of parents who are not members of School Governing Bodies (SGBs)
can hinder the implementation of inclusive education. FALSE. Parents play a role
1.9 Maximising the participation of all learners in schools can only be possible if
teachers believe that all learners can learn and that they all need support. TRUE
1.10 Acceptance of inclusive education and public awareness will be essential for the
establishment of an inclusive society. TRUE
DEFINE THE FOLLOWING TERMS: (1 × 2 each)
2.1 Barriers to learning– Refers to the difficulties that are found within the school
system as a whole, the learning site (school) or within in the learner that prevents
access
To learning and development (SIAS document VII--XI).
A barrier is an obstacle or circumstance that negatively impacts a child learning and
development (PPT).
2.2 Collaboration- The joining of various stakeholders within the education system to
Positively impact learning and development for all learners. Collaboration includes, the
teaching team, subject/specialist teachers as well as specialists (social workers, school
psychologists, occupational/ physical therapists etc) that all form part of the support
system for the child at school.
2.3 Integration- (similar to mainstreaming) An education system that focuses on
changing the learner in order for them to fit into an existing education system. Learners
are assessed and intervention is provided. (PPT)
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2.4. District based support team- Integrated professional service at a district level that
aims at providing support to educators at various schools in order to identify and
address
Barriers to learners. The DBST is responsible for promoting inclusive education through
training, curriculum delivery, infrastructure and distribution of resources. The DBST
should provide leadership and management to ensure that schools within the district
offer inclusive centers of learning care and support. (SIAS document VII--XI/ PPT)
2.5 Inclusion – Recognizing and respecting the differences amongst all learners and
building on similarities. Accepting that all learners are different in some way and have
different learning needs and thus adapting curriculums and implement strategies to
meet These needs (WhitePaper6page16).
2.6 Learning Support- Where teachers provide additional supplementary support to
learners that have difficulties, this can be done at different levels, one on one or in
groups (PPT).
2.7. Full service school (Pg. 8 SIAS)
Ordinary schools that are inclusive and welcoming to all learners in terms of
their cultures, policies and practices.
These schools increase participation and reduce exclusion by providing support
to all learners to develop their full potential irrespective of background, cultures,
abilities or disabilities.
These schools are flagship schools of full inclusivity that are strengthen and
orientated to address a full range of barriers to learning.
2.2 Special schools as resource centres (Pg. 9 SIAS)
Special schools equipped to accommodate learners who need access to high-
intensity educational programmes and services.
Special school that provides a range of support services to ordinary and full
service schools.
2.3 Mainstream schools (unsure used notes used barrier of learning textbook)
This is another name for ordinary schools.
They cater for learners who are in need of low-intensity support
Learners who need more support can move to a special school and if
successfully aligned to cope w into a mainstream school, they can join the
mainstream school, with support from school and district.
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2.4 School Based Support Team (pg. 9 SIAS)
Teams that are established by schools in general and further education as a
school-level support mechanism.
School-level support mechanisms primary function is to put coordinated school,
learner and teacher support in place.
The leadership of this team is the principal as to ensure that the school becomes
an inclusive centre of learning, care and support.
Same as an Institution-level support team.
2.5 Universal Design For learning (unsure used notes)
One of the strategies to develop an inclusive approach.
Similar to the concept of differentiation, it aims to establish education
environment whereby all learners can learn.
Learning materials are adapted to suit individual needs of all learners to
learn and participate.
It guides the development of flexible learning environments that can
accommodate individual learning difference.
2.6 Learning Support (TUT 201 2017 and 2019 both second semester)
This refers to the scope or intensity of support that is needed at system, school,
and teacher and learner level.
This is a teaching practice that acknowledges the potential of all learner to grow
at their own pace towards maximum level of independence in their learning,
using strategies and practicing learning styles of choice, and reaching levels of
achievement according with their unique needs.
5. According to the Report of the National Commission on Special Needs in
Education and the National Committee on Educational Support service, most
of our learners in schools experience barriers to learning. These barriers can
result from either extrinsic, intrinsic or a combination of both factors. Do you
agree with the above-mentioned statement?
Discuss this statement by:
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3.1 Defining the concept <barriers to learning=. (Pg. 7 SIAS) (2)
This refers to difficulties that arise within the education system as a whole, the
learning site and/or within the learner him/herself which prevent access to
learning and development. It can be either intrinsic, extrinsic or both.
3.2 Identifying factors that create extrinsic barriers to learning as identified in this
Report. (8) (Lecture 3, slide 20)
Poverty
Educational/systemic barriers
Absence of school-family partnerships
Absence of school-community partnerships
Inflexible curriculum
Lack of resources
Dysfunctional family
Lack of parental involvement
Unsafe environments
Negative attitudes
Changing attitudes, behaviour, teaching methods are some of the strategies
used to ensure access of curriculum for all learners in schools.
Do you agree with this statement? Discuss this statement by:
4.1 Describing principles of inclusive education as highlighted in Education
White Paper 6 (DoE, 2001). (7) (pg. 16 WHITE PAPER)
Acknowledging that all children and youth can learn and that all children and
youth need support.
Accepting and respecting the fact that all learners are different in some
way and have different learning needs which are equally valued and an ordinary
part of our human experience.
Enabling education structures, systems and learning methodologies to meet the
needs of all learners.
Acknowledge and respect differences in learners, whether due to age, gender,
ethnicity, language, class, disability or HIV status.
Is broader than formal schooling and acknowledging that learning also
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occurs in the home and community, and within formal and formal modes and
structures.
Is about changing attitudes, behaviour, teaching methodologies, curricula of
educational institutions and uncovering and minimizing barriers to learning.
Is about empowering learners by developing their individual strengths
and enable them to participate critically in the process of learning.
1.1Read the case study and then answer the questions that follow. Mrs Lukhanyo is a
teacher at Nkumane primary school and she has 42 learners in her class. She faces
difficulties with some of these learners. One of the learners, Babongile, encounters several
barriers to learning because of a combination of factors such as a disadvantaged
background, being affected by HIV/AIDS, poverty, hunger and a lack of proper care and
support at home.
She has written several notes to Babongile9s parents or caregivers to come to the school and
discuss Babongile9s situation, but Mrs Lukhanyo has not received any response.
Furthermore, Babongile has a physical and cognitive disability that limits her understanding of
Mathematics and English. Mrs Lukhanyo is quite frustrated and complains that she is unable
to help Babongile individually because she has so many other learners in her class.
1.1.1. Identify the barriers that affect Babongile. (5)
a. Disadvantage background
b. Being affected by HIV/AIDS
c. Poverty
d. Hunger
e. Lack of proper care and support at home
f. Physical and cognitive disability.
1.1.2. Which barriers do you think her teacher would be able to handle? (5)
a. Hunger
b. Proper care and support at home
c. Physical and cognitive disability
1.1.3 Which barriers do you think are beyond her teacher control? Can you think
of strategies to assist Babongile in overcoming the barriers that are beyond the
teacher9s control? (5)
a. Disadvantaged background
b. Being affected by HIV/AIDS
c. Poverty
d. physical and cognitive disability
By being affected with HIV/AIDS, teachers can help by organizing a health practitioner
who can come to school and educate learners about HIV/AIDS and help learners to
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understand what means to have HIV/AIDS or how to treat it. Poverty, teacher can
organize more food scheme at least learner eat breakfast and lunch. Teacher can also
organize social worker to visit Babongile9s family and help them with food parcels.
1.1.4 How do these barriers affect learning and teaching? (5)
The learners with disadvantage background can become low performers, lack of
fairness and inclusion can lead to school failure. Poverty reduces a learner readiness
for school because it leads to poor physical health and motor skills. diminishes a Childs
ability to concentrate and remember information and reduce attentiveness, curiosity and
motivation. When the basic needs are not met, learners may struggle to learn. Poor
nutrition and being malnourished can affect learner9s cognitive abilities as well as their
level of concentration.
Due to HIV/AIDS learners may miss school day due to illness and medical appointment.
It can also cause orphan which may face financial problems and lack of motivation in
their education. some learners with HIV infected parents may have to take care of their
parents and that affect their education. When the learner does not get proper care and
support at home. Hunger may impact a child school performance because the Learners
might be struggling to concentrate when the teacher is teaching and unable to cope with
challenges or struggle emotional.
1.2 Discuss the responsibilities of health professionals, teachers, school health
teams, SBSTs and DBSTs with regard to the SNA forms. Your discussion should
focus on the following:
1.2.1 Stage 1: The initial screening guided by the learner profile (15)
The teacher must screen all children at admission, as well as in the beginning of each
phase and record their findings in the Learner Profile included in the policy as Annexure A.
This Learner Profile will replace all learner profile forms currently being used by the
provincial education department and will be captured in the Learner Unit Record Individual
Tracking (LURITS) system.
The following documents and reports could be used to gather applicable
information:
Admission form
Road to Health Booklet, especially for Grade R and foundation phase levels
Integrated School Health Programme reports
Year-end school reports (Included in the Learner Profile)
Reports from parents, professionals and other relevant stakeholders
The reports(s) of the teacher(s) currently involved with the learner
Areas in the Learner Profile marked with an asterisk, will indicate when the completion of
the SNA1 should be started.
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1.2.2 Stage 2: Identifying and addressing barriers to learning and development at
school level (15)
When a learner has been identified through the initial screening as being vulnerable or
at risk (as pointed out in the Learner Profile), it is the responsibility of the teacher to
assume the role of a case manager, driving and coordinating the support process. The
parent/caregiver and the learner (from the age of 12, as far as possible) must be
involved throughout in the decision making process of the SIAS. The teacher will be
guided by the SIAS forms, starting with the completion of the Support Needs
Assessment form 1 (SNA1).
The teacher captures the following information in the SNA1 in collaboration with the
parents /caregiver.
The areas of concern: The teacher verifies his/her findings by discussing them
with the parent/caregiver and also determines whether there has been any
earlier intervention.
An inventory of the strengths and needs of the learner across a broad spectrum
of areas is put together.
On the basis of the information gathered, an individual support plan is formulated
to support the learner, and a review date is set. Such plans should be reviewed
at least once a term.
If the support given by the teacher proves to be ineffective, he/she will involve
the SBST by making an appointment and presenting the needs of the learner to
the team for discussion.
The SNA2 form guides the School Based Support Team when a learner is
referred to them.
A review is done of the teacher9s identification of barriers and the interventions
applied.
a plan of action through which the teacher/school could strengthen the support
(with the help of in-house specialists and/or teachers who have a wide range of
experience) is formulated.
The support plan is captured and put into action. It must have a review date on
which progress or lack of progress will be discussed. On the review date the
plan is adjusted and the SBST may decide that a higher level of support is
needed in which case, the DBST is asked to assist. Such plans should be
reviewed at least once a term.
In exceptional cases where direct referral is required to ensure the safety of a
learner who is vulnerable to abuse, deviation from the standard procedure is
permitted.
1.2.3 Stage 3: Identifying and addressing barriers to learning at district level.
The SNA3 form guides the District Based Support Team (DBST) in their intervention
strategy to:
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Review the action plan of the teacher and SBST and use the Guidelines for
support, the table to rate the level of support needed and the checklist to help
determine the decision on how support is to be provided to the learner. The
DBST puts a further plan of action together for the learner and/or school based
on the information available.
The plan will spell out a suitable support package and include:
Planning and budgeting for additional support programmes determined in SNA3
Resource and support-service allocation to school and learner
Training, counselling and mentoring of teachers and parents/legal caregivers
Monitoring support provision
Using the various tools attached as annexures to the SIAS to help carry out their
decisions.
2.1 Critically analyse the different epistemologies informing different theoretical
assumptions in inclusive education (20)
Epistemology is philosophical concept targeted at shaping convictions about knowledge
and reality. It includes the ways in which knowledge is acquired and validated. It9s about
how we come about knowing, providing a context in which to consider the rules and
standard that organize perception, ways of responding to the world and concept of self.
Epistemologies of inclusion emerged from views about special education that, although
different, all focused on disabilities. Accordingly, inclusion emerged as a philosophy that
ensured pupils with disabilities would be included in regular classrooms, whether or not
they could meet traditional curriculum standards.
a. Essentialist epistemology
Essentialist epistemology is an educational philosophy whose adherents believe that
children should learn the traditional basic subjects thoroughly. The aim is to instill students
with the "essentials" of academic knowledge, enacting a back-to-basics approach.
Essentialist locates learner9s differences and disabilities within their individual pathology.
Historically people were discriminating each other. People with disability were view as
constituting social threat and the human species needed to purifies of them. Society needed
to protection from people disability and people with disability equally needed protection from
society.
It states that children should learn the traditional basic subjects and that these should be
learned thoroughly and rigorously. An essentialist program normally teaches children
progressively, from less complex skills to more complex. With a clear epistemology of
inclusive education, pedagogic practices should be derived from an understanding that
disability emerges from a different developmental path and should not be based on a deficit
hypothesis.
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