IFP3701 Assignment 4 (QUALITY ANSWERS) 2024

This document contains workings, explanations and solutions to the IFP3701 Assignment 4 (QUALITY ANSWERS) 2024. For assistance whats-app us on 0.6.8..8.1.2..0.9.3.4....6 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 ASSIGNMENT 4 IFP 7 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 expected to complete the same tasks in the same manner, which often disadvantages Thabo. Standardised assessments do not consider Thabo's motor skill challenges, affecting his performance and self-esteem. Due to his physical limitations, Thabo is often left out of group activities and playground games, leading to social isolation. As a result, Thabo occasionally faces teasing and bullying from some classmates due to his speech difficulties and physical appearance. ASSIGNMENT 4 IFP 8 Copy the table below and fill in column A and Column B. NB. YOUR TABLE SHOULD BE IN LANDSCAPE Column A: Thandiwe Column B: Thabo 1. Gender (1) (1) 2. Age (1) (1) 3. Draw a sample picture of the learner (2) (2) 4. List three (3) extrinsic barriers to learning of the learner. (3) (3) 5. List three (3) intrinsic barriers to learning (3) (3) 6. Design an Individual Support Plan (ISP) for the two learners. Use the SIAS policy (2014) document as a point of reference. NB: Use the space on the table. Do not write on a separate sheet. (5) (5) 7. Prepare a checklist that you can use to help each of the two learners with reading. NB: Use the space on the table. Do not write on a separate sheet. (5) (5) 8. Design differentiated lesson plans that you can use to teach reading to each of the two (2) learners. NB: (10) (10) ASSIGNMENT 4 IFP 9 Outline the aim and learning objectives. Also show how you will differentiate the content, process, product and learning environment in line with curriculum differentiation to cater for each of the two learners. Use any lesson plan template available to you. 9. Write an invitation letter to the parents/guardian of each learner to discuss your observation and to map the way forward. NB: Use the space on the table. Do not write on a separate sheet. (5) (5) 10. Draft an Agenda of the meeting you will have with the parents of each learner as on 1.7. In addition to the standing items of the agenda. Your agenda should also show main items for discussion. NB: Use the space on the table. Do not write on a separate sheet. (5) (5) ASSIGNMENT 4 IFP 10 11. Use the model below to discuss and analyse the implementation of inclusive education at Dilokong primary school with reference to the support needed by each of the two learners. Figure 1: Bronfenbrenner’s Ecological Systems Model NB: In your discussion, advise the school by giving examples of how each system of the model can assist the school in advancingand implementing the support needed by each of the two learners at the school. Total (10) (10) ASSIGNMENT 4 IFP [100] Rubric for Assignment 04 Marks 1. Gender 2. Ages 3. Sample pictures 4. Three extrinsic barriers 5. Three extrinsic barriers 6. Individual Support Plans (ISPs) 7. Checklists 8. Differentiated lesson plans 9. Invitation letters 10. Meeting Agendas 11. Analysis of the implementation of inclusive education 1. 2 2. 2 3. 4 4. 6 5. 6 6. 10 7. 10 8. 20 9. 10 10. 10 11. 20