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- University Of South Africa (Unisa)
ETH306W EXAM WORKED OUT AND MEMOS ASSIGNMENTS WORKED OUT AND MEMOS
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ETH306W ASSIGNMENT AND EXAMPREP MEMO 2014-2021
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, ETH306W 2015
SECOND SEMESTER MEMORANDUM
FOR
ASSIGNMENT 02
QUESTION 1
1.1 Describe inclusive education in your own words. (2)
Inclusive Education focus on eliminating social exclusion and respond to diversity
in race, socio economic background, ethnicity, religion, gender, and ability which
make education a basic human right to all individuals.
Acknowledges that all learners and young people can learn and that all learners
and young people need support
Accepts and respects the fact that all learners are different in some way and
have different needs, which are equally valued and are an ordinary part of our
human experience
Enables education structures, systems and learning methodologies to meet the
needs of all learners
1.2 What is the difference between mainstream education and inclusion?
(8)
Mainstream education Inclusion
Mainstreaming is about getting learners to‘fit into’ a Inclusion is about recognising and
particular kind of system or integrating them into
respecting the difference between all
the existing system. learners
and building on the similarities.
Mainstreaming is about giving some learners extra Inclusion is about supporting all learners,
support educators and the system as a whole so
that
So that they can ‘fit into’ or be integrated into
“normal” the full range of learning needs can be
met. The
Classroom routine. Learners are assessed by
specialists who diagnose and prescribe technical
,interventions, such as the placement of learners in focus is on teaching and learning factors,
programmes with the emphasis on the development of
good
teaching strategies that will be of benefit to
all
learners.
Mainstreaming and integration focus on changes Inclusion focuses on overcoming barriers
that need to take place in learners so that they can in
‘fit in’. Here
the system that prevent it from meeting the
the focus is on the learner. full
range of learning needs. The focus is on
the
adaptation of and support systems
available
in the classroom.
1.3 In our schools different learning needs arise from a range of factors.
Discuss both intrinsic and extrinsic factors that can cause learners to have
learning needs. (2 x 10= 20)
NB! 10 marks for intrinsic barriers and 10 marks for Extrinsic barriers
INTRINSIC BARRIERS
Intrinsic factors are factors located within individual learners themselves. These
learners are usually born with specific characteristics such as blindness or a
missing arm. The learners' condition can be aggravated by a poor environment,
ineffective education and inapplicable education so that they may become
disabled.
The most prominent intrinsic factors are physical and/or physiological
impairments and personality characteristics.
Impairment
Genetic factors
Prenatal, perinatal and postnatal brain damage.
Disability and chronic illnesses can cause barriers to learning and development if
the environment and the community do not adapt in order to provide for the
needs of these learners. If, however, learners with impairments make use of
, supportive or assistive devices the barriers hampering their learning and
development can largely be removed. If, for instance, the learning centre is
accessible to wheelchairs, learners in wheelchairs are not hampered in their
access to the school building. If blind learners have access to reading and writing
media (Braille and adapted computers) and mobility training they are also not
hampered in their learning. Intellectual impairments, severe autism or multiple
impairments, however, can prevent learners from ongoing involvement in
programmes in the ordinary learning centre that are aimed at facilitating learning
and development.
Sensory impairment. These occur when one of the senses is affected. A person
has a visual or aural disability when his ability to see or hear is affected and the
environment does not make provision for support.
Physical impairments. A person whose external physical appearance or
functioning is affected has a physical impairment. For instance, an arm is
missing or crippled, or a hand, leg or limbs cannot be used, with the result that
movement requires the use of a wheel-chair or crutches. Further examples are a
hunchback, club feet, and so on. However, the person is physically disabled only
when he has no access to the environment.
Mental or intellectual impairments. This renders affected persons mentally less
capable than the average so that they find it much more difficult to comprehend
and to learn. They can, however, learn - therefore the emphasis in assessment is
on what they know and can do.
Multiple impairments: Some persons have more than one impairment. They
may, for example, have physical and intellectual impairments, or visual and
hearing impairments. There are numerous other forms of physical impairments
such as epilepsy, autism and other forms of communication and behavioural
disorders.
The phrase physiological impairments refer to impairment in the functions of
the body. These impairments comprise chronic diseases such as cancer,
diabetes mellitus, Aids, tuberculosis, et cetera.
It is vital for learners with physical and/or physiological impairments to be
identified as early as possible so that, from an early age, they may benefit from
the best possible assistance, and so avoid developing a serious developmental
backlog or delay - that is, do not become disabled on a social level.
EXTRINSIC BARRIERS
In the case of extrinsic factors the barriers are not within the learners
themselves.
They are perfectly normal at birth but circumstances beyond or outside the
learners - that is, their environment, home, upbringing or teaching - are so
inadequate that they adversely affect their development and learning and
ultimately cause barriers to their learning.
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