INC4802 Assignment 1 (COMPLETE ANSWERS) 2024 (897427) - DUE 24 April 2024

INC4802 Assignment 1 (COMPLETE ANSWERS) 2024 (897427) - DUE 24 April 2024 ;100% TRUSTED workings, explanations and solutions. for assistance Whats-App.......0.6.7..1.7.1..1.7.3.9 .......... QUESTION 1: Learning theories for inclusive teaching 30 marks 1.1 Write the following concepts in your home language. (6) 1.1.1 Disability 1.1.2 Deafness 1.1.3 Visual impairment 1.1.4 Human rights 1.1.5 Discrimination 1.1.6 Inclusivity 1.2 Define the following concepts according to three different authors. 1.2.1 Learning theories. (6) 1.2.2 Capability theory. (6) 1.2.3 The theory of inclusive special education. (6) 1.2.4 Human Rights Theory. (6) ASSIGNMENT 01 INC4802/102/0/2024 7 QUESTION 2: Theories of learning 20 marks 2.1 Read the article below: Answer the following questions set on it. Nel, M, Engelbrecht, P, Nel, N, & Tlale, D (2014) South African teachers’ views of collaboration within an inclusive education system. International Journal of Inclusive Education 18(9): 903-917, DOI: 10.1080/.2013.858779. 2.1.1 Demonstrate your understanding of the concept of collaboration as used in the article above. (2) 2.2. Which finding was revealed from the above article? (2) 2.3 Which research design and methodology was adopted for this article above? (2) 2.4. How was data analysed for this article? (2) 2.5. Which data collection procedures were followed to collect data? (2) 2.6 Briefly describe the specific research questions that were included during the process of data collection. (6) 2.7 From your experiences after reading the article, which policy documents emphasised collaboration on an equal partnership level? (4) QUESTION 3: Curriculum differentiation for learners with specific learning barriers 30 marks 3.1 Read the following article below and answer the questions set out from it. ASSIGNMENT 01 INC4802/102/0/2024 8 Personal account Imagine, if you can, that you find it so scary to look at people's faces, especially when you are talking to them, that it becomes something you don't do very often. Imagine that you can only manage to make very brief eye contact with another person. But even if you do look at somebody's face, it is a complete mystery to you what that person is saying to you with his/her eyes. Facial expressions and tone of voice must be obvious, disturbingly dramatic even, for you to understand what they mean. Imagine also that you are not aware of other people's body language, much less if you can ‘read’ it and intuitively understand what it means. In these circumstances, the spoken word becomes all important because it is mostly all I must go on and it is so hard for me to tell whether other people are being genuine. I have little means of knowing whether their body language, eye contact, etc. is consistent with the words they are speaking. I often make negative assumptions about what people think of me, or about how I might be affecting them. These assumptions are based both on past unfortunate experiences that I have had with people and on my own somewhat negative self-image; they have very little, if anything, to do with the signals that the other person is giving out. An uneasy relationship Other people have been a problem for me for as long as I can remember. The way that I perceive other people and especially the way I feel about myself about them, has always been such a huge issue for me. My relationship with other people has always been a distinctly uneasy and uncomfortable one. Fear of people The big world outside of myself is a scary place for me and I fear other people trying to take control of my environment. Other people seem quite alien to me, very different to identify with and to understand. I have never felt like one of them. ASSIGNMENT 01 INC4802/102/0/2024 9 Being different I have known since I first entered the social world that I was different. I have always felt that I just wasn't normal but didn't know why I had such difficulty fitting in, forming relationships and coping with things such as socializing, which seemed to come so naturally and so effortlessly to everyone else. At school, I did not understand why lessons were such a frightening, confusing, and humiliating experience for me. As a teenager and as an adult, I have put considerable effort and energy into avoiding people. The fact of my being very out of touch with other people, coupled with not having a good understanding of the social rules, means that I have a very poor perception of other people's boundaries and very often do not realize the limits beyond which normal people will not go with me. This makes the world and the people in it seem terrifying, especially when I feel that I have wronged somebody, or otherwise upset them. Self-esteem I would describe some aspects of my self-esteem as being negative rather than low. It is about other people that I feel so much shame about how I might appear to them and about not being able to be one of them and relate to them in any kind of ‘normal’ way. Me Because of my difficulties not being recognised or understood either by myself or by those around me for 37 years of my life, I have spent much of my adult life feeling that I have a negative value. Not understanding why, I am the way that I am, I have felt so abnormal and so different from other people that I didn't count myself as part of them (human race) at all. When I am alone, the difficulty that I have in relating to other people doesn't matter. Recently, being diagnosed and realising that it is the reason I am different from most people has given me the chance to understand things about myself. Suddenly things about myself, which have never made sense before, have started to make a lot of ASSIGNMENT 01 INC4802/102/0/2024 10 sense. Finally, having the chance to understand why I am the way that I am, is gradually giving me the freedom and the confidence to believe in my right to be myself and to express myself in my unique way, where previously I didn't feel that I had any rights at all. It also affects my ability to process language as quickly as others. This means that I need to ask for repetition or clarification more than others. Similarly, because it takes time to process language, I may not be able to think of a quick response, or I might come out with it at the wrong time. (Yes, a cracked CD.) ‘Information overload’ causes me anxiety, as I find it difficult to process the language, body language, use of metaphor and idiom fast enough and think through appropriate responses. The anxiety is likely to make me to respond to something and it may sound abrupt, or I may talk over someone. There are topics in which I feel comfortable conversing; however, social ‘chit-chat’ makes me feel uncomfortable. Withdrawal then becomes a way of dealing with it. Chapter DOI: 3.1. Demonstrate your understanding of autism spectrum disorder by briefly explaining the meaning of autism spectrum disorder. (2) 3.2. In your opinion, discuss the challenges that are experienced by learners with ASD in your classroom. (10) 3.3. Which strategies do you think are relevant to providing support to learners with ASD in your classroom according to MacConville (2007)? (8). 3.4. What should teachers bear in mind when differentiating the curriculum for gifted learners? (10) ASSIGNMENT 01 INC4802/102/0/2024 11 QUESTION 4: Application of teaching strategies 20marks 4.1 Demonstrate your understanding of curbing by designing an activity in which this teaching strategy is applied. (10) 4.2 Demonstrate your understanding of scaffolding by designing an activity in which this teaching strategy is applied.