DPP1501 Assignment 2 (COMPLETE ANSWERS) 2024 (605540) - DUE 10 June 2024

DPP1501 Assignment 2 (COMPLETE ANSWERS) 2024 (605540) - DUE 10 June 2024 ;100 % TRUSTED workings, explanations and solutions. For assistance call or W.h.a.t.s.a.p.p us on ...(.+.2.5.4.7.7.9.5.4.0.1.3.2)........... Question 1 THEME: INFUSE AFRICAN EPISTEMOLOGIES AND PHILOSOPHIES WITHIN THE PQM 1.1 Read the following scenario in order to answer the questions that follow. Various options are provided in the box below the scenario, to help you answer the questions. Please choose the relevant answers to the questions asked. Scenario: Imagine a primary school in a culturally diverse community, where learners come from various backgrounds, including African cultures. The school is committed to creating an inclusive education environment that respects and integrates diverse epistemologies, including those from African cultures. The goal is to foster a sense of belonging and enhance the educational experience for all learners. The school administration is seeking ways to infuse African epistemologies into the curriculum and overall school culture. Answer options: Please CHOOSE relevant answers from this box, to answer question 1.1.1 to 1.1.8 - Encourage open dialogue with learners, parents and the staff, to address concerns and misconceptions, fostering a culture of understanding and respect. - Host cultural events, celebrations, or exhibitions that showcase the richness of African cultures and promote community engagement. - Develop themes that focus specifically on African cultures, history and contributions, ensuring that learners encounter these perspectives consistently. - Build a diverse library, with books, multimedia and online resources that accurately represent African cultures, history and achievements. - Expect increased learner engagement, as diverse perspectives become integral to the learning experience. - Provide workshops on African cultures, histories and epistemologies, to enhance teachers' cultural competency. DPP1501/102/0/2024 7 - Infuse African epistemologies into various subjects, such as history, literature, science and art, to offer a comprehensive understanding of diverse perspectives. - Provide regular feedback to learners and parents, emphasising progress and areas for improvement in a constructive manner. - Designate specific days or weeks to celebrate different cultures, including those from African backgrounds, with engaging activities and events. - Partner with experts, scholars, and community members, to develop or review learning materials for cultural accuracy. - Organise workshops to involve parents in understanding the school's approach and to gather insights into cultural nuances. - Incorporate alternative assessments, such as project-based assessments or oral presentations, that align with diverse learning styles. - Encourage teachers to collaborate and share effective strategies for incorporating diverse perspectives in the classroom. - Seek guidance from cultural experts, to ensure that the integration is respectful, accurate and free from stereotypes. - Use inclusive language and imagery that reflects the diversity of the learner body in school communications and materials. Please answer the following questions based on the scenario above. Questions: 1.1.1 Curriculum integration: (a) How can the school integrate African epistemologies into the existing curriculum, across different subjects? (2) (b) Are there specific subjects or topics where African epistemologies could be particularly impactful? (2) 1.1.2 Teacher training: (a) What kind of professional development and training should be provided to teachers, to help them incorporate African epistemologies into their teaching methods? (2) (b) How can the school ensure that teachers are culturally competent and able to effectively communicate and engage with learners from African backgrounds? (2) 1.1.3 Learning resources: (a) What resources can be used to support the infusion of African epistemologies in the classroom? (2) DPP1501/102/0/2024 8 (b) How can the school ensure that these resources are accurate, culturally sensitive, and age-appropriate? (2) 1.1.4 Community Involvement: (a) How can the school involve parents and the local community in the process of infusing African epistemologies into the education setting? (2) (b) Are there cultural events or initiatives that can be organised to enhance community participation? (2) 1.1.5 Assessment and evaluation: (a) How should the school modify its assessment methods, to fairly evaluate learners' understanding of content infused with African epistemologies? (2) (b) Are there alternative assessment strategies that align with culturally diverse learning styles? (2) 1.1.6 Cultural sensitivity: (a) What steps can the school take to ensure that the infusion of African epistemologies is done with cultural sensitivity, and without perpetuating stereotypes? (2) (b) How can the school address any potential resistance or concerns from learners, parents or staff regarding the integration of diverse cultural perspectives? (2) 1.1.7 Celebration of diversity: (a) How can the school create an environment that celebrates and values the diversity of learners, including those from African cultures? (2) (b) Are there school-wide events or initiatives that can promote a sense of unity and shared cultural understanding? (2) 1.1.8 Long-term impact: (a) What potential long-term benefits can the school expect from the infusion of African epistemologies in terms of learner engagement, academic achievement, and cultural awareness? (2) [30] DPP1501/102/0/2024 9 Question 2 THEME: TECHNOLOGY INFUSION (MULTIMEDIA INTEGRATION, ONLINE INTERACTIONS, COLLABORATIVE ENGAGEMENTS) 2.1 The following link must be used to access the video titled: Inclusive Education South Africa: Good Practice Please watch the video and answer the questions that follow. (Video created by eNSPIRED.net, YouTube) Video transcripts are provided hereunder, in case you experience challenges accessing the video on your LMS for your module: Video narrative Narration: Prior to 1994, South African education was characterised by fragmentation and segregation. The divisions were largely along racial lines, but children with disabilities were also segregated in special education. Since our new democracy, these departments became one general education system, but we still experience segregation, as the prevailing belief is that children with disabilities should be educated in special schools. In 2001, the government published a White Paper policy on inclusive education. This policy outlined a 20-year plan to transform South Africa’s education system into an inclusive one. Special schools are to be converted into resource centres, where specialised expertise and resources can be shared with other surrounding schools, so that more children can benefit from the support. All other public ordinary schools are to become inclusive schools, accommodating all learners in their catchment area, even those children requiring higher levels of support. This policy has faced significant challenges in its implementation. The attitude and willingness of ordinary school teachers to teach inclusivity is one of them. This is coupled with a lack of continuous DPP1501/102/0/2024 10 professional development of teachers, to equip them with the skills necessary to differentiate their teaching. But, at the core of the challenge lies the fact that inclusive education has been seen as an add-on or addendum to the education system. Fundamental transformation of the entire system – its policies and practices, at all levels – has not yet happened. The misconception that inclusive education is only about disability, is still widely believed. This despite policy which clearly looks at far broader barriers to learning that children in South Africa may be experiencing. By far the majority of learners in South Africa experience one or more barriers to learning during their school career. For many, these are the results of socio-economic conditions in which they live. Hunger, domestic abuse, community violence and dysfunctional family units create conditions that are not conducive for learning. Added to this, are the systemic barriers that exacerbate the situation. Teachers in ordinary schools teach class sizes with an average 38 to 45, and some as high as 80 to 100, children. Limited resources and an inflexibly implemented and monitored curriculum do not contribute to an enabling environment for inclusive education to take root. Having said all this, it must be pointed out that, despite these challenges, there are the most wonderful examples of welcoming, inclusive schools in South Africa. Schools, where every child is accepted and difference is acknowledged as a valuable resource, where all children are supported to learn, so they reach their full potential. Where teachers realise they often need to change the way they do things, in order to teach in a way that children can learn and not for the child to have to fit in. Some of these schools use the model of a resource teacher to excellent effect. The resource teacher supports other teachers with strategies and also co-teaches. These schools are led by strong principals, who drive inclusive change in their schools. The principal sets the tone for the welcoming culture of the school and believes in continuous professional development of all staff. Inclusive schools in South Africa prove that, even with the same constraints and limited resources, inclusion is not only possible, but is indeed preferable. All children benefit from inclusion in these schools, not only the children experiencing barriers, but their peers as well. Please answer the following questions based on the video narrative above, or from what you have heard and seen on the video. 2.1.1 What is the name of the White Paper that was published by the government of South Africa in 2001? Please provide the full title of this White Paper. (2) 2.1.2 Why did the government of South Africa decide to convert special schools into resource centres? Please also refer to the Study Guide for DPP1501, learning unit 3. (4) DPP1501/102/0/2024 11 2.1.3 The policy document (White Paper) that was published in 2001 came across seven types of challenges in its implementation. What were those challenges, according to the video clip that you have watched and listened to? 7 x 2 = (14) 2.1.4 In the video, it was stated that some schools in South Africa are led by principals that “set the tone for the welcoming culture of the school”. Read page 8 of your Study Guide for DPP1501, the last paragraph under section 1.1.3.1, and elaborate on what “a change in the culture of the school” would mean. Outline your answer in bullets (3 points x 2 marks each). (6) 2.1.5 Discuss, in one paragraph, how you understand the statement: “All children benefit from inclusion …, not only the children experiencing barriers, but their peers as well.” (4) [30] Question 3 THEME: PEDAGOGICAL RENEWAL OF TEACHING AND ASSESSMENT PRACTICES 3.1 Inclusive education for a learner with visual impairment CASE STUDY: Background: Mosima is a 10-year-old girl with a visual impairment. She has been attending an inclusive, full-service school since kindergarten. Mosima's visual impairment is a result of a congenital condition, and she is classified as legally blind. Despite her visual impairment, Mosima is an enthusiastic learner, actively participates in class, and is eager to engage in various activities. School setting: The school Mosima attends is committed to providing inclusive education for all learners. The staff includes special education teachers, regular classroom teachers, and support staff, trained to work with diverse learning needs. The school employs various assistive technologies and adapts teaching methods to ensure a supportive and accessible learning environment for all learners. Challenges faced by Mosima: Limited access to visual information. Dependence on non-visual methods of learning. DPP1501/102/0/2024 12 Potential social isolation due to communication barriers. Accommodations and support: Assistive technologies: Mosima is provided with assistive technologies, such as screen readers and Braille displays, to access digital content and materials. Modified learning materials: Classroom materials are provided in accessible formats, including large print and Braille, to accommodate Mosima's visual impairment. Individualised instruction: Mosima receives individualised instruction, from a special education teacher, to address her unique learning needs and ensure academic progress. Collaboration with peers: The school promotes collaboration among students through peer support initiatives, where classmates assist Mosima in navigating the school environment and participating in group activities. This case study highlights the importance of a collaborative and inclusive approach in ensuring the success of learners with visual impairments in a full-service school setting. Through a combination of assistive technologies, modified materials, and personalised support, Mosima can actively participate in the learning process, alongside her peers. The commitment to creating an inclusive environment fosters not only academic growth, but also social and emotional development for all learners. Please answer the following questions about Mosima’s case. Questions: 3.1.1 How does the school ensure that Mosima has access to the same curriculum as her peers? 2 marks x 2 = (4) 3.1.2 What specific assistive technologies are used to support Mosima’s learning? 2 marks x 2 = (4) 3.1.3 How does the school address the potential social isolation that Mosima may experience? 2 marks x 3 = (6) 3.1.4 What role does the special education teacher play in supporting Mosima’s learning? 2 marks x 2 = (4) 3.1.5 How does the school involve Mosima’s parents in her education? 2 marks x 3 = (6) DPP1501/102/0/2024 13 3.2 Please refer to the South African ‘Guidelines for responding to Learner Diversity in the Classroom through the CAPS’ (Department of Basic Education, 2011) by clicking here, so that you may be able to answer the questions that follow. You may, alternatively, click on the link below to access the policy document. Study the following scenarios found on page 6 of the above-mentioned policy document and then answer the questions: How can I cater for all ability levels in my class? Multi-level teaching is one strategy. You can introduce the target concept to the whole class first. Throughout the presentation of the target concept during the lesson, the teacher, at different times, lowers and raises instruction, to keep the below level and above-level learners interested. This shows that the teacher is catering for the different abilities. When assigning a task, the teacher will split the learners into separate groups, according to their different levels. Learners’ tasks may be levelled according to their interests, proficiency and language skill. The teacher will end the lesson with the whole class working together in the application stage of the lesson. Figure 1: Multilevel teaching Scenario 2 Mrs Sibaya wants the Grade 3 learners to explore the transport system in the area of the school. The whole class was required to undertake research by standing at a busy intersection and recording the number of different vehicles that pass through in a one hour time frame. Learners were then asked to record the information. Learners, who are at a lower skill level, had to draw a picture of what they observed at the intersection. Average learners were required to record their findings systematically in a table format. An advanced group of learners were asked to write a report of their findings, and research the implications for addressing traffic overload at the intersection. Learners at the lower skill level were required to write a few words or one sentence to go along with their pictures. Mrs Sibaya attempted to vary the task, to suit the writing skill levels and interest levels of her learners. Answer the following questions about the scenarios: DPP1501/102/0/2024 14 3.2.1 Mrs Sibiya has employed various learning styles and intelligences in her lesson to accommodate all learners. Give an example from the scenarios to illustrate how the following learning styles or intelligences were accommodated: a. Verbal linguistic 2 marks x 2 = (4) b. Logical mathematical intelligence 2 marks x 2 = (4) c. Spatial intelligence 2 marks x 2 = (4) d. Interpersonal intelligence 2 marks x 2 = (4)