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Summary ETH302S Assignment 2
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ETH302SSEMESTER 1
ASSIGNMENT 2
UNIQUE NUMBER: 609874
Charmazelle du Plessis
Student number: 60558547
1
,INDEX:
Question 1:
- 1.1
Page - 1.2
3 - 1.3
- 1.4
- 1.5
- 1.6
Page
Question 2:
4&5
- 2.1
Page
- 2.2
6
Page - 2.3
7 - 2.3.1
Page - 2.3.2
8
Page - 2.3.3
9 - 2.3.4
Page
Question 3:
10,11,12 & 13
Page
Question 4:
14,15 & 16
Page
References
17
2
, Question 1:
1.1 Barriers to learning :
Refer 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
1.2 Assistive Devices :
An educational assistive device is any device that is designed, made or adapted to assist
learners in performing particular educational tasks. It is intended to compensate for any form of
functional limitation that makes it difficult for a learner with a disability to access the curriculum.
Assistive devices and technologies such as wheelchairs, prosthesis, mobility aids, hearing and
visual aids, specialized computer software and hardware increase mobility, hearing, vision and
communication capacities. With the aid of these technologies, people with a loss in functioning
are better able to live independently and participate in their societies.
1.3 Curriculum differentiation :
Curriculum differentiation is a key strategy for responding to the needs of learner with diverse
learning styles and needs. It involves processes of modifying, changing, adapting, extending
and varying teaching methodologies, strategies, assessment strategies and the content of the
curriculum. It takes into account learners’ levels of functioning, interests and backgrounds.
Curriculum differentiation can be done at the level of content, teaching methodologies,
assessment and learning environment.
1.4 A high level of support :
Support provisions that are rated high, are over and above provisions covered by program
policies, line budgets, and norms and standards for public ordinary schools support. These
provisions are specialized, requiring specialist classroom/school organization, facilities and
personnel that are available on a high frequency and high-intensity basis. A high level of
support provision will be available at special schools but should not be seen as site restricted.
1.5 District-based support team :
A management structure at district level. The responsibility of which is to co-ordinate and
promote inclusive education through:
- Training
- Curriculum delivery
- Distribution of resources
- Infrastructure development
- Identification, assessment and addressing of barriers to learning
The DBST (district-based support team) must provide leadership and general management to
ensure that schools within the district are inclusive centers of learning, care and support. The
District Senior Management that could designate transversal teams to provide support must
provide leadership for structure.
3
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