Exam (elaborations)
IFP3701 Assignment 4 (PORTFOLIO) 2024 - DUE 7 October 2024
- Course
- IFP3701
- Institution
- University Of South Africa
IFP3701 Assignment 4 (PORTFOLIO) 2024 - DUE 7 October 2024
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I,FP3701 Assignment 4 (COMPLETE ANSWERS PORTFO
LIO) 2024 - DUE 7 October 2024 ;100 % TRUSTED
workings, Expe
2. You need five (5) consecutive days to complete all questions
(1–11). A record of how you completed the work should be
recorded on the table below. You will need a friend, colleague,
family member to serve as a witness that you worked daily on
the work for five days. STUDENT WORK Student name &
surname Student number Contact details Email DAYS Date
Activity Signature: student Signature: witness Day 1 Day 2 Day 3
Day 4 Day 5The objective of any education system is one of
providing quality education for all learners, regardless of their
diverse educational needs. All learners deserve nothing less
than quality education that would provide them with
opportunities for lifelong learning, the world of work and
meaningful participation in society as productive citizens. Read
the following scenario and answer the following questions for
your portfolio. Case study You have been appointed as a
teacher at Dilokong primary school. This is the same school
where you did your teaching practice while you were still a
student teacher. You are therefore allocated a Grade 3 class.
The class has fifty (50) learners aged 8 to 10 years old. Although
you are a dedicated teacher, you are overwhelmed by the large
class size and lack of adequate support from experienced
teachers. The school lacks sufficient resources, including
teaching assistants, special education experts, and necessary
teaching materials. There is also limited teacher training on how
, to accommodate diverse learning needs, however, the inclusive
education module you have done has prepared you to face such
challenges. In your classroom, you have learners such as 10-
year-old Thandiwe who struggles with basic number concepts
and has difficulty understanding addition and subtraction. She
cannot grasp the concept of place value and often reverses
numbers when writing them. Furthermore, she has significant
challenges with reading. She is unable to recognise common
sight words and struggles with phonemic awareness. Her
reading level is far below that of her peers. You have heard from
other teachers that Thandiwe is an orphan, and she stays with
two of her siblings who are 8 and 5 years old. The class teacher,
Ms Mkhuli, gives Thandiwe the leftovers from the school
nutrition programme daily and all learners in the classroom are
aware of that and always remind their class teacher about
giving Thandiwe the leftovers in class. Furthermore, you also
have Thabo, who is a 9-year-old boy in your class. Thabo is an
enthusiastic learner diagnosed with moderate cerebral palsy,
which primarily affects his motor skills and speech. Despite his
intellectual capabilities, Thabo is on par with his peers.
However, Thabo experiences significant barriers in a non-
inclusive classroom setting because he uses a wheelchair. The
classroom is not wheelchair accessible, and he struggles to
navigate between desks. There are no assistive devices available
to help Thabo participate fully in class activities, such as a
speech-to-text device or modified writing tools. The curriculum
is not differentiated to cater for Thabo’s needs. All learners are
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