Question 1
1.1 Aspects which neurodiversity focuses on when applied in education. (Inclusive
Education,2019:38)
1. Learner’s strengths, talents, abilities and interests should be assessed.
2. Teachers should build on strengths and use them to overcome challenges.
3. Learners who experience barriers to learning are viewed as part of the natural human
variation of all human brains.
4. The goal of education is to develop human potential.
5. Learners are guided to maximise their strengths and minimise their weaknesses.
1.2 Multiple intelligences as identified by Howard Gardner. (Inclusive Education, 2019:41, 42)
Type of intelligence Skills Career options
1. Logical mathematical. Problem solving, Analyse problems, engineers, scientists,
Detect patterns, Mathematical calculations, economists, accountants,
Scientific reasoning and deduction detectives, bankers or
computer programmers
2. Linguistic. Writing, interacting through words and Writers, journalists and
language poets,
3. Spatial-Visual Visual and spatial imagination, Visual images engineers, architects,
artists, sculptors, sailors,
photographers or strategic
people
4. Bodily kinaesthetic. Use body skilfully, accurate movements, actors, dancers, surgeons,
dancing, acting and using the skill for solving athletes, anthropologists,
problems.
5. Musical. Compose and play music, Awareness, musicians, sound
appreciation and use of sound, Recognition engineers, acoustic
of tonal and rhythmic patterns, Understands engineers, composers,
relationship between sound and feeling DJs, entertainers,
environment and noise
analysts, music producers,
6. Naturalistic. Recognize and categorize plants, animals agriculture, horticulture,
and other objects in nature. archaeology, ornithology,
oceanography, geology,
botany,
7. Existential Sensitivity and capacity to tackle deep agriculture, horticulture,
questions about human existence e.g. What archaeology, ornithology,
is the meaning of life? oceanography, geology,
botany, biology, ecology,
astronomy, zoology,
8. interpersonal/ Detect and respond appropriately to the HR professionals or
moods, motivations and desires of others. mediators.
Intrapersonal Self-aware and in tune with inner
feelings, values, beliefs and thinking
processes
1|P ag e
, 1.3 Advantage of Multiple Intelligences. (Inclusive Education, 2019:40)
1. Makes the curriculum more understandable to learners.
2. Motivates learners to learn more effectively.
3. Enhances learners’ connection with what they are learning.
4. Encourages learners and teachers to enjoy a more active learning approach.
1.4 Learning styles. (Inclusive Education, 2019:45)
Kinaesthetic - learning through moving, touching, experiencing things. It involves hands-on
experience and going outside the classroom to investigate. Learners do physical exercise,
hand craft and gardening. Give example of how it can be applied your subject e.g. life
orientation teacher takes learners out of the class to do …………..
Visual learning style - learning through seeing things and picture that is studied. Learning
takes place through reading notes and writing summaries. . Give example of how it can be
applied your subject e.g. Business studies teacher takes learners to write an essay on
Business plans.
Aural/ auditory learning style - Learners learn through music sound and listening to people. A
teacher can record outside events and bring them into the classroom using radio or cassette
recorder, videos can help learners also by hearing, listening and watching a video. Give
example of how it can be applied your subject e.g. Bring a video recording for your topic to get
learners watch.
Read/write – prefers written text, learning is emphasized on text based input and output.
Learners learn through reading and writing. Give example of how it can be applied your
subject e.g
1.5 Developmental milestone. (Inclusive Education, 2019:50, 51)
1. Flexibility: The developmental milestones are universally applicable. In other words, they
provide a guideline to the knowledge and skills that all learners across the world are
expected to know and be able to do at specific ages or stages of development. Since there
are many factors that influence learning, including nutrition, family background or exposure
to learning opportunities, teachers should always apply the developmental milestones in a
flexible manner.
2. Repeated assessment: Teachers should assess their learners repeatedly (on at least three
separate occasions in different contexts) to ensure that their findings are reliable and valid.
A single assessment is not reliable as the learner may be strongly influenced by the
specific conditions under which the assessment occurred, e. g. the time of day, state of
health and well-being or context of the assessment.
3. Anti-bias approach: An anti-bias approach recognises the importance of cultural and
linguistic fairness, when conducting assessment. Different cultural norms and practices
influence learning. For example, while some cultures value and actively promote assertive
skills, others regard assertive skills in young children as inappropriate and disrespectful
towards authority. While some cultures encourage questioning, others do not. It is
therefore essential that teachers understand how cultural norms influence learning.
2|P ag e
1.1 Aspects which neurodiversity focuses on when applied in education. (Inclusive
Education,2019:38)
1. Learner’s strengths, talents, abilities and interests should be assessed.
2. Teachers should build on strengths and use them to overcome challenges.
3. Learners who experience barriers to learning are viewed as part of the natural human
variation of all human brains.
4. The goal of education is to develop human potential.
5. Learners are guided to maximise their strengths and minimise their weaknesses.
1.2 Multiple intelligences as identified by Howard Gardner. (Inclusive Education, 2019:41, 42)
Type of intelligence Skills Career options
1. Logical mathematical. Problem solving, Analyse problems, engineers, scientists,
Detect patterns, Mathematical calculations, economists, accountants,
Scientific reasoning and deduction detectives, bankers or
computer programmers
2. Linguistic. Writing, interacting through words and Writers, journalists and
language poets,
3. Spatial-Visual Visual and spatial imagination, Visual images engineers, architects,
artists, sculptors, sailors,
photographers or strategic
people
4. Bodily kinaesthetic. Use body skilfully, accurate movements, actors, dancers, surgeons,
dancing, acting and using the skill for solving athletes, anthropologists,
problems.
5. Musical. Compose and play music, Awareness, musicians, sound
appreciation and use of sound, Recognition engineers, acoustic
of tonal and rhythmic patterns, Understands engineers, composers,
relationship between sound and feeling DJs, entertainers,
environment and noise
analysts, music producers,
6. Naturalistic. Recognize and categorize plants, animals agriculture, horticulture,
and other objects in nature. archaeology, ornithology,
oceanography, geology,
botany,
7. Existential Sensitivity and capacity to tackle deep agriculture, horticulture,
questions about human existence e.g. What archaeology, ornithology,
is the meaning of life? oceanography, geology,
botany, biology, ecology,
astronomy, zoology,
8. interpersonal/ Detect and respond appropriately to the HR professionals or
moods, motivations and desires of others. mediators.
Intrapersonal Self-aware and in tune with inner
feelings, values, beliefs and thinking
processes
1|P ag e
, 1.3 Advantage of Multiple Intelligences. (Inclusive Education, 2019:40)
1. Makes the curriculum more understandable to learners.
2. Motivates learners to learn more effectively.
3. Enhances learners’ connection with what they are learning.
4. Encourages learners and teachers to enjoy a more active learning approach.
1.4 Learning styles. (Inclusive Education, 2019:45)
Kinaesthetic - learning through moving, touching, experiencing things. It involves hands-on
experience and going outside the classroom to investigate. Learners do physical exercise,
hand craft and gardening. Give example of how it can be applied your subject e.g. life
orientation teacher takes learners out of the class to do …………..
Visual learning style - learning through seeing things and picture that is studied. Learning
takes place through reading notes and writing summaries. . Give example of how it can be
applied your subject e.g. Business studies teacher takes learners to write an essay on
Business plans.
Aural/ auditory learning style - Learners learn through music sound and listening to people. A
teacher can record outside events and bring them into the classroom using radio or cassette
recorder, videos can help learners also by hearing, listening and watching a video. Give
example of how it can be applied your subject e.g. Bring a video recording for your topic to get
learners watch.
Read/write – prefers written text, learning is emphasized on text based input and output.
Learners learn through reading and writing. Give example of how it can be applied your
subject e.g
1.5 Developmental milestone. (Inclusive Education, 2019:50, 51)
1. Flexibility: The developmental milestones are universally applicable. In other words, they
provide a guideline to the knowledge and skills that all learners across the world are
expected to know and be able to do at specific ages or stages of development. Since there
are many factors that influence learning, including nutrition, family background or exposure
to learning opportunities, teachers should always apply the developmental milestones in a
flexible manner.
2. Repeated assessment: Teachers should assess their learners repeatedly (on at least three
separate occasions in different contexts) to ensure that their findings are reliable and valid.
A single assessment is not reliable as the learner may be strongly influenced by the
specific conditions under which the assessment occurred, e. g. the time of day, state of
health and well-being or context of the assessment.
3. Anti-bias approach: An anti-bias approach recognises the importance of cultural and
linguistic fairness, when conducting assessment. Different cultural norms and practices
influence learning. For example, while some cultures value and actively promote assertive
skills, others regard assertive skills in young children as inappropriate and disrespectful
towards authority. While some cultures encourage questioning, others do not. It is
therefore essential that teachers understand how cultural norms influence learning.
2|P ag e
