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Summary - INC3701 - Inclusive Education
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- University Of South Africa (Unisa)
Summary - INC3701 - Inclusive Education
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ETH 302 S INCLUSIVE EDUCATIONMEMO\'s FINAL
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NOTE: Questions answered in red are from our assignments!
ETH 302 S - Inclusive Education A
Past Exam Paper - May/June 2013
Question 2:
Answer True or False and briefly substantiate your answer. (20)
1. Guidelines for the establishment of inclusion at all educational
levels must be provided.
True. Guideline must be provided for the accurate implementation of an
inclusive education system.
2. Inclusive Early Childhood Development centres and schools should
create conditions in which learners who experience barriers to
learning can achieve success.
True. ECD centres and schools us provide support in the school to learners and
teacher by means of competent and experiences learning support educators whose
tasks should include consulting and working with other teachers, parents and various
outside agencies to ensure success.
3. Inclusion is also about the intentional building of relationships where
differences are welcomed and all persons involved benefit from
these relationships.
True.
4. Within an inclusive education system, a range of options for
providing various educational settings should be available.
True.
5. Learning support for learners who experience barriers to
learning should be provided every day at a set time.
False. Learning support should be provided to the learner throughout the day.
6. The complex, diverse conditions in South Africa pose particular
challenges for the teacher in an Inclusive Early Childhood centre or
school.
True.
7. The teacher uses school readiness tests to diagnose learners who
experience barriers to learning and who need to gain access to basic
education.
1
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False. Teachers should use a variety of assessments to identify barriers to learning
and use these results to help formulate appropriate support for the learner.
8. A portfolio of each learner is important because it serves as a basis for
comparing learners with each other and to place all learners who
experience barriers to learning in special groups or classes.
False. Portfolios are kept to keep a record of the work the learner has completed.
These portfolios should never be used to compare children and children with barriers
to learning should never be separated into another class but rather included among
the other learners.
9. Although interviews with parents/caregivers are an excellent way of
establishing communication and cooperation between them and
the teacher, it can block collaboration between them.
False, Transport problems, limited opportunities to meet, as well as pressure at
work all contribute to the difficulties in establishing partnerships between teachers
and parents.
10. The teacher’s curriculum differentiation in supporting learners
who experience barriers to learning is very important.
True. Learning support should commence on the level/grade in which the learner
is. If the learner finds it difficult to understand the contents or to master it, content
from a lower level could be selected until the learner experiences success.
2
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QUESTION:
Without realizing it, teachers and adults can be barriers to learning when they
do not have the knowledge, skills and attitudes to work with learners with
diverse needs in their classrooms. How can you motivate and encourage
teachers and adults to accommodate learners who are experiencing barriers to
learning?
In the Education White Paper 6 it is clearly stated that classroom teachers are the
primary resource for achieving the goal of inclusive education. This implies that
educators will need to refine their knowledge and skills and, where necessary,
develop new ones. Educators will therefore require support in the form of staff
development, in-service training, and the opportunity to collaborate with special
schools, full-service schools and other educational support personnel within district
support services. Educators must take comfort in the fact that they will be supported
and trained in order to properly help and accommodate the needs of all their
learners. The inclusion of all learners becomes an issue related to everyone’s
beliefs, values and attitudes about diversity, change, collaboration and learning.
Assumptions, beliefs and attitudes are directly translated into actions and teaching
practices, and inform decision making. Attitudes about diversity and change can
both be a barrier to as well as a strong positive force in implementing inclusive
education. The attitudes of everybody in the school are important and need to be
explored, shared, challenged, restructured and rethought when working in inclusive
settings. Teachers should engage critically with the philosophies that inform their
practices and understand the implications for practice for change to become a
reality. Attitude changes to not have to precede behavioural changes, therefore it is
not effective to wait for people’s attitudes to change before the change is
implemented. In fact, attitude changes frequently follow changes in behaviour. For
example, teachers’ attitude will change towards impairment change when they begin
working with learners with impairments on a daily basis.
Teachers should:
Encourage learners to think aloud
Encourage questions
Allow opportunities for discovery
o Break new work into smaller chunks
o Integrate what was learnt with the new work
o Make provision for revision
o Allow opportunities for feedback
Teachers can be motivated and encouraged to accommodate learners in
the following ways:
1. Promote equal participation
Extracurricular activities are an important component of an overall education
program. These activities provide the opportunity to develop important health and
social benefits to all students, particularly those with disabilities. These benefits can
include socialization, improved teamwork and leadership skills, and fitness.
Educators should ensure that all learners have equal opportunity to participate in
activities.
3
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