ETH302S INCLUSIVE EDUCATION A EXAM PREP-ASHIKA GOBRIE 2015
MAY 2013 TO MAY 2015
A parent can become a resource to a teacher
List three reasons why parental/caregiver empowerment is
important and discuss three ways of involving the
parents/caregivers of learners who experience barriers to
learning in your phase of specialisation
Parent‟s observations and comments can lead the educator to find the exact
nature of the barriers that a learner experience.
They could contribute to this process through formal and informal meetings.
Making all records for learner profile available when the need arise
Provide information regarding:
Developmental history
Health
Home behavior
Emotional state
Personality
Monitor progress of the learner at home
Reporting on the progress of learner at home
Avail themselves for all parents meetings
One-on-one interviews with educator
Providing information on the history of a child since conception, as well as
history of the family.
Serving as partners, for example if a parent is a doctor, he can give medical
support. If a parent is a bricklayer, he can volunteer to build ramps etc.
Being involved in activities such as parent-teacher associations, education
committees, supervision of the school library or study periods in the afternoon,
social events, fundraising and classroom activities
Supporting school activities when they accompany teachers and learners to
the local library, the park, the zoo or a more distant outing
Helping in the management of extracurricular activities such as sports
coaching and fundraising, and with school newsletters and magazines
Assisting the teacher with assessment.
Care givers or family members can go into the class and assist the teacher
with minor tasks as volunteers/general helpers
Parents/caregivers can assist in the preparation of classroom materials
1
,ETH302S INCLUSIVE EDUCATION A EXAM PREP-ASHIKA GOBRIE 2015
Special School as a great resource to neighbouring schools.
Other schools, e.g. full-service schools, get resources from the special
school e.g. assistive devices etc.
Special schools assist full-service schools to develop inclusive pedagogy.
They assist full-service schools to adopt appropriate method of teaching
learners who experience barriers to learning.
The special school serves as consultants to other neighbouring schools
Special schools support the neighbouring schools by providing resources.
Serves as a mentor for the full service schools
It provides assistive technology resources
Discuss the similarities and differences between a special
school and a full-service school
Discuss the characteristics of a full-service school
Special School:
The special school serves as consultants to other neighbouring schools.
Serves as a mentor for the full service schools.
Special Schools will continue to provide specialised knowledge, support,
services and equipment to learners with special needs.
By using the National Curriculum Statement, special schools will also provide
comprehensive education programs that provide life-skills training.
Special schools should not only play a role by offering workshops, √ training
and √ screening, but √ also to assist in the mobilisation of children and youth
who are outside the system and who have no access to schooling.
Special schools should work to enable all resources in the community to be
utilised to develop and support education provision through a structured
collaborative approach.
The learning programs developed by Special schools should focus on the
individual needs of learners and contribute to the development of the
necessary and relevant skills, knowledge, values and attitudes which will
assist them in entering the world of work
The staff at SSRC will have specialised skills and will help to develop
learning material to specifically assist learners
Representatives of Special schools should be integrated into DBSTs so that
they can provide specialised professional support in curriculum, assessment
and instruction to designated Full Service schools and other neighbourhood
schools
2
,ETH302S INCLUSIVE EDUCATION A EXAM PREP-ASHIKA GOBRIE 2015
Special schools should provide support to Full service schools and
mainstream schools through assistance with the identification, assessment
and enrolment of learners (SA DoE 2001).
Special schools specialist staff plays a particularly important role in that they
provide support to the community, visit schools and offer teaching resources.
SSRC professional staff can also assist other schools through the
development of learning materials for learners with disabilities and those
experiencing barriers to learning in mainstream schools.
The professional staff at SSRC should run training workshops in their districts
for other educators.
These workshops could focus on providing additional support in the
classroom.
Full-service School:
A full-service school is an ordinary primary school that is converted to become
an inclusive school.
It caters for a wide range of learner needs.
A full-service school should be equipped and supported to provide for a broad
range of learning needs.
A full-service school understands that barriers to learning are not only
intrinsic, (internal: impairment) to learners, but can also be extrinsic (external:
environment) cultural and systemic.
A full-service school aims at inclusion in the way it is organised with regards
to structure (physical layout), school policies, school practices, pedagogy (the
way of educating) and culture of diversity.
A full-service school should have additional support programmes and
structures for teaching and learning.
A full-service/inclusive school is prepared to explore and address challenges
of everyday school life through capacity building among educators and on-
going institutional development aiming at transforming the whole school.
Full-service/inclusive schools should be aware that practices which exclude
learners need to be addressed, removed or reduced so that learning and
development can happen
A full-service/inclusive school affords all children in the locality opportunities at
school to realise their potential by ensuring accessibility.
It is a place where both learners and educators feel safe and supported.
It is an environment where educators are motivated and supported in their
work, where learners feel a sense of belonging and are able to engage in the
learning process.
It has a collaborative approach to service delivery.
3
, ETH302S INCLUSIVE EDUCATION A EXAM PREP-ASHIKA GOBRIE 2015
The teacher is key in creating an inclusive environment
Assign group tasks and activities every once in a while
Example: Open and closing of windows/ class or group leader/ handing out
of workbooks, etc.
Let students participate in discussions
Example: Also give them a task or opportunity to talk about subject
Be a confident teacher
Example: Be professional, set rules, follow plans and stick to them
Do not discriminate
Example: Treat everyone in your class as equals
Be accommodative regardless of the learners situation
Example: Let learners participate in movement/physical activities, music
lessons, etc.
Include the parents
Example: It would be great if the parents can be updated as to how their
child is doing whether or not it is very good or not. After all, the parents are
also a key to the child‟s learning.
Nature and educate all children
Example: Regardless of their gender, physical, intellectual, social, emotional,
linguistic or other characteristics
Classroom organization is a big factor
Example: Make all learners feel included, enough space for learners with
wheelchairs, etc.
Have a positive attitude
Example: Accept all learners, avoid labelling, acknowledge differences, etc.
Give additional support for learners with barriers
Example: All development and work in the classroom should strive to
achieve goals set out for learners with barriers
What is Curriculum adaptation
Curriculum adaptations are acceptable changes in educational environments
and /or instruction which allow students equal opportunity to obtain access,
results, benefits, and levels of achievement.
These adaptations consist of both accommodations and modifications. Some
curriculum adaptations do not fundamentally change or lower standards or
expectations in either the instructional or assessment phases and can be
designated as “accommodations.”
These accommodations provide the student access to take part in the lesson
and an opportunity to demonstrate mastery of performance outcomes. Some
adaptations do alter or lower standards or expectation outcomes and can be
termed “modifications.”
These modifications, although providing access, will require careful selection
of assessment components to achieve accountability for performance.
4
MAY 2013 TO MAY 2015
A parent can become a resource to a teacher
List three reasons why parental/caregiver empowerment is
important and discuss three ways of involving the
parents/caregivers of learners who experience barriers to
learning in your phase of specialisation
Parent‟s observations and comments can lead the educator to find the exact
nature of the barriers that a learner experience.
They could contribute to this process through formal and informal meetings.
Making all records for learner profile available when the need arise
Provide information regarding:
Developmental history
Health
Home behavior
Emotional state
Personality
Monitor progress of the learner at home
Reporting on the progress of learner at home
Avail themselves for all parents meetings
One-on-one interviews with educator
Providing information on the history of a child since conception, as well as
history of the family.
Serving as partners, for example if a parent is a doctor, he can give medical
support. If a parent is a bricklayer, he can volunteer to build ramps etc.
Being involved in activities such as parent-teacher associations, education
committees, supervision of the school library or study periods in the afternoon,
social events, fundraising and classroom activities
Supporting school activities when they accompany teachers and learners to
the local library, the park, the zoo or a more distant outing
Helping in the management of extracurricular activities such as sports
coaching and fundraising, and with school newsletters and magazines
Assisting the teacher with assessment.
Care givers or family members can go into the class and assist the teacher
with minor tasks as volunteers/general helpers
Parents/caregivers can assist in the preparation of classroom materials
1
,ETH302S INCLUSIVE EDUCATION A EXAM PREP-ASHIKA GOBRIE 2015
Special School as a great resource to neighbouring schools.
Other schools, e.g. full-service schools, get resources from the special
school e.g. assistive devices etc.
Special schools assist full-service schools to develop inclusive pedagogy.
They assist full-service schools to adopt appropriate method of teaching
learners who experience barriers to learning.
The special school serves as consultants to other neighbouring schools
Special schools support the neighbouring schools by providing resources.
Serves as a mentor for the full service schools
It provides assistive technology resources
Discuss the similarities and differences between a special
school and a full-service school
Discuss the characteristics of a full-service school
Special School:
The special school serves as consultants to other neighbouring schools.
Serves as a mentor for the full service schools.
Special Schools will continue to provide specialised knowledge, support,
services and equipment to learners with special needs.
By using the National Curriculum Statement, special schools will also provide
comprehensive education programs that provide life-skills training.
Special schools should not only play a role by offering workshops, √ training
and √ screening, but √ also to assist in the mobilisation of children and youth
who are outside the system and who have no access to schooling.
Special schools should work to enable all resources in the community to be
utilised to develop and support education provision through a structured
collaborative approach.
The learning programs developed by Special schools should focus on the
individual needs of learners and contribute to the development of the
necessary and relevant skills, knowledge, values and attitudes which will
assist them in entering the world of work
The staff at SSRC will have specialised skills and will help to develop
learning material to specifically assist learners
Representatives of Special schools should be integrated into DBSTs so that
they can provide specialised professional support in curriculum, assessment
and instruction to designated Full Service schools and other neighbourhood
schools
2
,ETH302S INCLUSIVE EDUCATION A EXAM PREP-ASHIKA GOBRIE 2015
Special schools should provide support to Full service schools and
mainstream schools through assistance with the identification, assessment
and enrolment of learners (SA DoE 2001).
Special schools specialist staff plays a particularly important role in that they
provide support to the community, visit schools and offer teaching resources.
SSRC professional staff can also assist other schools through the
development of learning materials for learners with disabilities and those
experiencing barriers to learning in mainstream schools.
The professional staff at SSRC should run training workshops in their districts
for other educators.
These workshops could focus on providing additional support in the
classroom.
Full-service School:
A full-service school is an ordinary primary school that is converted to become
an inclusive school.
It caters for a wide range of learner needs.
A full-service school should be equipped and supported to provide for a broad
range of learning needs.
A full-service school understands that barriers to learning are not only
intrinsic, (internal: impairment) to learners, but can also be extrinsic (external:
environment) cultural and systemic.
A full-service school aims at inclusion in the way it is organised with regards
to structure (physical layout), school policies, school practices, pedagogy (the
way of educating) and culture of diversity.
A full-service school should have additional support programmes and
structures for teaching and learning.
A full-service/inclusive school is prepared to explore and address challenges
of everyday school life through capacity building among educators and on-
going institutional development aiming at transforming the whole school.
Full-service/inclusive schools should be aware that practices which exclude
learners need to be addressed, removed or reduced so that learning and
development can happen
A full-service/inclusive school affords all children in the locality opportunities at
school to realise their potential by ensuring accessibility.
It is a place where both learners and educators feel safe and supported.
It is an environment where educators are motivated and supported in their
work, where learners feel a sense of belonging and are able to engage in the
learning process.
It has a collaborative approach to service delivery.
3
, ETH302S INCLUSIVE EDUCATION A EXAM PREP-ASHIKA GOBRIE 2015
The teacher is key in creating an inclusive environment
Assign group tasks and activities every once in a while
Example: Open and closing of windows/ class or group leader/ handing out
of workbooks, etc.
Let students participate in discussions
Example: Also give them a task or opportunity to talk about subject
Be a confident teacher
Example: Be professional, set rules, follow plans and stick to them
Do not discriminate
Example: Treat everyone in your class as equals
Be accommodative regardless of the learners situation
Example: Let learners participate in movement/physical activities, music
lessons, etc.
Include the parents
Example: It would be great if the parents can be updated as to how their
child is doing whether or not it is very good or not. After all, the parents are
also a key to the child‟s learning.
Nature and educate all children
Example: Regardless of their gender, physical, intellectual, social, emotional,
linguistic or other characteristics
Classroom organization is a big factor
Example: Make all learners feel included, enough space for learners with
wheelchairs, etc.
Have a positive attitude
Example: Accept all learners, avoid labelling, acknowledge differences, etc.
Give additional support for learners with barriers
Example: All development and work in the classroom should strive to
achieve goals set out for learners with barriers
What is Curriculum adaptation
Curriculum adaptations are acceptable changes in educational environments
and /or instruction which allow students equal opportunity to obtain access,
results, benefits, and levels of achievement.
These adaptations consist of both accommodations and modifications. Some
curriculum adaptations do not fundamentally change or lower standards or
expectations in either the instructional or assessment phases and can be
designated as “accommodations.”
These accommodations provide the student access to take part in the lesson
and an opportunity to demonstrate mastery of performance outcomes. Some
adaptations do alter or lower standards or expectation outcomes and can be
termed “modifications.”
These modifications, although providing access, will require careful selection
of assessment components to achieve accountability for performance.
4
