INC3701 – Inclusive Education Assignment 3 2021. Question 1
1.1 Read Guidelines for Responding to Learner Diversity in the classroom through the
CAPS (2011:4–15) in order to answer the following questions:
Look at each situation below (question 1.1.1-1.1.6). Each is an example of
differenti...
,Contents
Question 1 .................................................................................................................................................... 3
1.1 Read Guidelines for Responding to Learner Diversity in the classroom through the CAPS (2011:4–
15) in order to answer the following questions: ...................................................................................... 3
Look at each situation below (question 1.1.1-1.1.6). Each is an example of differentiated instruction for
the optimal participation of all learners in an inclusive learning environment. Determine whether the
situation illustrates differentiation of the content, process or product, multi-level teaching or
scaffolding. Explain your answer in each case. ........................................................................................ 3
1.1.1 The teacher allows learners who finish the work early to read material of their own ............... 3
choice. .................................................................................................................................................. 3
1.1.2 The teacher uses a variety of activities from day to day, for example role-play, diagrams, mind
maps, observation, walk-abouts and writing personal reflections. ..................................................... 3
1.1.3 In her assessment activity, the teacher works with the same content with all the learners.
However, she assesses some learners against the relevant assessment criteria (ACs) for the previous
grade, some against the ACs at their own grade level and some against the ACs for the next grade. 3
1.1.4 Many tasks are divided into distinct steps and smaller chunks to accommodate ...................... 3
learners with intellectual disabilities.................................................................................................... 3
1.1.5 The teacher provides a vocabulary sheet with words and meanings before a reading task. The
words are grouped from minimum essential words to more advanced extension words. ................. 4
1.1.6 The teacher sometimes gives restless learners with poor concentration a responsible
administration task to do (e.g. taking a message to another teacher) if they have finished a task step
and cannot settle down to do the next step. ....................................................................................... 4
1.2 Describe the characteristics of rights-based education in the classroom. ......................................... 4
Question 2 .................................................................................................................................................... 5
2.1 Evaluate the relevance of at least THREE models of inclusive education for different contexts. ...... 5
2.2 Critically analyse key attributes of inclusive teacher’s that promote teacher and learner agency and
social justice in the development of inclusive school communities. ....................................................... 6
Question 3 .................................................................................................................................................... 9
3.1 Discuss the key principles in promoting high-quality education as proposed by the European Agency
for Development in special education needs. .......................................................................................... 9
3.2 Classrooms have become increasingly diverse since learners represent a variety of cultures,
languages and religions, and display different abilities and developmental needs. Whatever the class
they teach, teachers should therefore be able to differentiate in their planning, teaching content,
teaching methodologies, learning environment and assessment. Read the Guidelines for Responding
to Learner Diversity in the Classroom (GRLD) and the Curriculum Assessment Policy (CAPS) Grades R–
12 and answer the following questions. ................................................................................................ 11
3.2.1. What is the main purpose of assessment? .............................................................................. 11
, 3.2.2. Why should teachers be able to differentiate in the school curriculum? ................................ 11
3.2.3. Which elements of the curriculum should be differentiated? ................................................. 12
3.2.4. What is differentiated assessment? ......................................................................................... 12
1.5. Discuss the key principles of assessment in a diverse classroom. .............................................. 12
1.6. Use a topic and grade of your choice to design an assessment that deals with the various levels
of Bloom’s taxonomy. ........................................................................................................................ 13
Bibliography ............................................................................................................................................... 15
Declaration ................................................................................................................................................. 16
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