Exam (elaborations)
DPP1501 Assignment 3 2024 (843761) - DUE 29 July 2024
- Course
- DPP1501 (DPP1501)
- Institution
- University Of South Africa
DPP1501 Assignment 3 2024 (843761) - DUE 29 July 2024
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DPP1501 Assignment3 2024 (843761) -
DUE 29 July 2024
QUESTIONS WITH COMPLETE ANSWERS
[School]
[Course title]
, DPP1501 Assignment 3 2024 (843761) - DUE 29 July 2024
Question 1
1.1 Read the information in the case study below to answer the questions that
follow.
Case study:
Empowering learners with disabilities in Africa Introduction: In many
African countries, learners with disabilities face various challenges in
accessing education. This case study explores the perspectives and
experiences of learners with disabilities in an African context. The focus is
on a fictitious country named Shangura, where efforts are being made to
improve the inclusivity of the education system. Although Shangura has
its own cultural beliefs, the country is growing in its recognition of the
rights of learners with disabilities. Community awareness campaigns and
education programmes provide insight into traditional practices that
hinder inclusion. Parental involvement is encouraged through regular
communication, parent-teacher meetings, and workshops on supporting
learners at home. Community-based initiatives include support groups
and advocacy programmes to empower parents and caregivers. Case
study scenario: Shangura is a diverse country in Africa with a rich
cultural tapestry. The government has recently recognised the need to
look into the educational disparities faced by learners with disabilities.
The education ministry has implemented inclusive policies and is working
to create an environment that accommodates diverse learning needs, for
instance by building accessible infrastructure and providing assistive
devices to ensure equal access to education for all learners, including those
with disabilities. Classrooms are adapted through flexible seating
arrangements, assistive technology, and additional learning materials.
Teacher training programmes include modules on inclusive education,
and ongoing support is provided through mentoring and workshops.
Continuous professional development is essential, and feedback
mechanisms are in place to deal with specific challenges faced by teachers.
Teachers in mainstream schools have been trained to identify learners
with disabilities through a combination of teacher observations, parent
reports, and formal assessments. Strategies to promote interaction and
collaboration among all students include peer support
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