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INC3701 EXAM PACK 2024
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  • INC3701
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  • University Of South Africa

INC3701 EXAM PACK 2024...Detailed work, solutions, memos, notes, and explanations....FOR ASSISTANCE WITH ASSIGNMENTS OR TO GET THE LATEST EXAM MATERIALS, KINDLY REACH OUT AT .

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INC3701 EXAM
PACK 2024

, lOMoARcPSD|21997160




INC ASSIGNMENTS 1,2 AND 3


Statements on Quality Education (Indicate True or False)
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
Statements on Inclusive Education (Indicate True or False)
Learners in need of support may arise because of an inflexible curriculum. TRUE
One key strategy for establishing inclusive education is to convert special schools into resource centers. TRUE
Inclusion focuses on overcoming barriers in the system that prevent a full range of learning needs. TRUE
Learners in need of high-intensive educational support will continue to receive such support in full-service
schools. FALSE
School governing body members are primary resources for inclusive education because they spend the most tim
in classrooms. FALSE
A negative attitude towards diversity is an intrinsic factor causing learning barriers in most learners in
schools. FALSE
Establishing an inclusive education system requires changes to mainstream education, early identification, and
appropriate support services. TRUE
Ensuring accessibility of school buildings, like establishing ramp access, is the responsibility of the Department o
Health. FALSE
Crises in the family can lead to child abuse. TRUE
Acceptance of inclusion and public awareness are essential for an inclusive society. TRUE
Different learning needs may arise due to inaccessible and unsafe buildings. TRUE
Further Statements on Inclusive Education (Indicate True or False)
In South Africa, integrating special schools into all communities is a key strategy for inclusive education. TRUE
The goal of integration is to maximize the social integration of learners with and without disabilities. TRUE
Principals of special schools are solely responsible for implementing inclusive education in their districts. FALSE
Inclusive education mandates that all learners are the same in terms of abilities. FALSE
Inadequately trained teachers are an intrinsic factor causing learning barriers for most learners. FALSE
Schools must NOT use readiness tests to determine if a learner can access basic education. FALSE
Involving parents who are not School Governing Body members can hinder inclusive education. FALSE (Parents
play a role)
Maximizing participation of all learners is only possible if teachers believe all learners can learn and need
support. TRUE
Acceptance of inclusive education and public awareness are essential for establishing an inclusive society. TRUE

Definitions of Key Terms in Inclusive Education
Barriers to Learning
Refers to challenges within the school system, the learning site, or within the learner that limit access to learning
and development. A barrier is any obstacle that negatively impacts a child’s learning and development. (Source:
SIAS document VII-XI, PPT)
Collaboration
The joint effort of various stakeholders in the education system to positively impact learning and development for
learners. Collaboration involves teachers, specialist educators, social workers, psychologists, and therapists who
form the child’s support system in school.
Integration
Also known as mainstreaming, this is an education approach focused on adapting the learner to fit into an existin
education system. Learners are assessed, and interventions are applied as needed. (Source: PPT)
District-Based Support Team (DBST)

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A professional service at the district level that provides support to educators to identify and address learning
barriers. DBST promotes inclusive education through training, curriculum delivery, infrastructure, and resource
distribution. They ensure that district schools offer inclusive learning, care, and support centers. (Source: SIAS
document VII-XI, PPT)
Inclusion
Recognizing and respecting differences among learners, building on similarities, and acknowledging different
learning needs. Curricula and strategies are adapted to meet diverse learning needs. (Source: White Paper 6, pa
16)
Learning Support
Refers to additional or supplementary support provided by teachers to learners experiencing difficulties. This can
occur at various levels, either one-on-one or in groups. (Source: PPT)
Full-Service School
Ordinary schools that are inclusive and welcoming to all learners regardless of their backgrounds, abilities, or
disabilities. These schools aim to increase participation, reduce exclusion, and support all learners to reach their
full potential. Full-service schools are models of inclusivity that address a range of learning barriers. (Source: SIA
page 8)
Special Schools as Resource Centers
Schools designed for learners who need high-intensity educational programs and services, providing a range of
support services to ordinary and full-service schools. (Source: SIAS, page 9)
Mainstream Schools
Ordinary schools that cater to learners needing low-intensity support. Learners needing more assistance can
transition to special schools and, if successfully prepared, return to mainstream schools with support from both
school and district. (Source: Notes, Barrier of Learning Textbook)
School-Based Support Team (SBST)
Teams established by schools to provide school-level support for students, teachers, and the school as a whole.
The principal leads this team to ensure the school functions as an inclusive center of learning, care, and
support. (Source: SIAS, page 9)
Universal Design for Learning (UDL)
A strategy for developing inclusive learning environments by adapting materials to suit all learners’ needs. Simila
to differentiation, it guides creating flexible learning environments that accommodate individual learning
differences. (Source: Notes)
Learning Support
Refers to the level of support required at the system, school, teacher, and learner levels. It is a teaching practice
acknowledging that all learners grow at their own pace toward independence in learning, using personalized
strategies, styles, and achieving at their unique potential. (Source: TUT 201, 2017 and 2019, second semester)

5. Discussion on Barriers to Learning
According to the Report of the National Commission on Special Needs in Education and the National Committee
Educational Support Services, most learners in schools experience barriers to learning, which can result from
extrinsic, intrinsic, or a combination of both factors.
Barriers to learning can arise from:
Extrinsic Factors – These are external influences such as socio-economic issues, unsafe school environments, o
family-related challenges that negatively impact learning. For example, unsafe or inaccessible buildings can hind
the mobility and participation of students with disabilities, contributing to learning barriers.
Intrinsic Factors – These are internal challenges within learners, such as disabilities or learning difficulties that
prevent them from accessing the full educational experience without additional support.
Combined Factors – Often, barriers arise from both external and internal factors simultaneously. For example, a
learner with a mild disability may experience challenges in a mainstream school due to insufficient support
resources.
Addressing these barriers requires comprehensive strategies, including adapting curricula, training teachers,
increasing awareness, and making infrastructure improvements. By understanding and addressing these factors,
schools can better support learners and create an inclusive educational environment.

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