DPP1501 Assignment 3 (COMPLETE ANSWERS)

DPP1501 Assignment 3 (COMPLETE ANSWERS) 2023 Diversity Pedagogy and practice DPP1501 Higher Certificate in Education DPP1501 Unique number:689605 1 CONTENTS Introduction.......................................................................................................................... 2 Heading 1 ............................................................................................................................................... 3 Heading 2 ............................................................................................................................................... 3 Heading 3 ............................................................................................................................................... 5 Conclusion..............................................................................................................................................7 List of sources…......................................................................................................................................8 Declaration Form ...................................................................................................................................9 DPP1501 Unique number:689605 2 INTRODUCTION This module is to develop student to demonstrate the understanding of the complexity and challenges of diverse learner population and the barriers to learning learners face. DPP1501 Unique number:689605 3 ASSIGNMENT 03 Question 1 1.1.1 True 1.1.2 True 1.1.3 True 1.1.4 False 1.1.5 True 1.1.6 False 1.1.7 True 1.1.8 True 1.1.9 False 1.1.10 True 1.2 Assessment of pupils is only one aspect of inclusive assessment. Students and teachers can both see how far each student has come in achieving the course's learning goals thanks to the continuing activity. Students should use formative and summative tests to demonstrate their learning. A youngster with a developmental delay is placed in a classroom with typically developing kids. Students benefit from exposure to various assessment methods when they are given in inclusive environments. It improves their capacity for learning and talents. The teacher can better comprehend student performance thanks to assessments. This lessens the developmental delay and helps children learn more about the world. Children with developmental delays can be made to learn better and in diverse ways by using evaluation to help with learning in various modes. As with general assessment procedures, in inclusive environments, teachers learn more about their students and students learn more about their teachers. This facilitates improved communication between the teacher and the student. The instructor offers pupils a variety of instructional styles to aid in their learning. Question 2 2.1 SIAS is assumed that there are four basic stages: screening, identification and support, provisioning and monitoring. Help needs assessment is only one structure: Support Needs Assessment (SNA). When a child is admitted, a teacher screens them all and records the results on the admission form, reports from the school's health program, reports from parents and other stakeholders, and reports from the instructor. Following this phase is the identification of learning obstacles. For instance, the teacher determines a student's communication difficulties by looking at their capacity for understanding what others are saying and for self-expression. The learner's capacity to participate successfully and appropriately in terms of subject matter is next assessed by the teacher. The assessment of conduct and social skills comes next. In addition to testing the learner's capacity to adhere to class rules, this also involves working and interacting with others. The learner's physical health is then assessed. DPP1501 Unique number:689605 4 Following this, the aspects in the classroom and school that may have an impact on the learning process are evaluated. Finally, the instructor examines the learner's family, home, and community circumstances to identify any elements that might affect their capacity to perform satisfactorily in class. 2.2 The obligations of special schools as asset focus are clarified as follows by the "Guidelines for the Implementation of Inclusive Education" and the "Guidelines for the Concept and Operation of Special Schools as Resource Centres": For pupils who require support that is specifically targeted, these schools should offer it. These institutions ought to utilize their resources for regional work as a crucial component of DBST. This implies that learning support professionals should be able to move between regular schools, institutions under full management, and institutions that specialize in helping instructors with learning difficulties. Additionally, they must to be able to assist pupils if needed. These institutions ought to offer advice on admission, identification, and assessment as a component of the DBST. For example:  To support educators in fostering more adaptability in their teaching strategies and approaches for learning assessment.  Additionally, they will offer instructional programs, learning aids, and evaluation tools.  To assess programs, determine their efficacy, and recommend changes.  They will increase the ability of schools, early childhood and adult basic education and training centre’s, colleges and higher education institutions to recognize and address severe learning difficulties and to accommodate a variety of learning needs by supporting teaching, learning, and management.  To offer students direct interventionist programs in a variety of contexts, and/or to act as "consultant-mentors" for school management teams, classroom instructors, and governing bodies.  To support the growth of efficient teaching and learning, especially through locating and removing obstacles to learning at all systemic levels.  To create ongoing institutional support teams at the local level for schools, colleges, and early childhood and adult learning facilities.  To promote the development of educational institutions' competence by recognizing and prioritizing learning requirements and obstacles in their regional contexts.  To determine the assistance required to address these issues, and to work toward these goals within a framework of strategic planning and management.  To support teachers and school administration, with an emphasis on curriculum and institutional development, in order to indirectly support students.  To make sure that the structure and environment for teaching and learning are responsive to the complete spectrum of learning needs.  To offer learners direct learning support when required and practical, especially in situations where institutional-level support teams are unable to meet specific learning demands. Facts referenced at alid=0&mid=2372 DPP1501 Unique number:689605 5 2.3 They support learners who need a high level of support SSRC will continue to provide expertise, support, services and equipment for learners who need a high level of support. For some learners, specialized schooling is necessary because they require a high level of support. Additionally, in addition to using the National Curriculum Statement, SSRC will offer a comprehensive educational program that provides life skills training and programmer-job connections. Learning programmes developed by SSRC should focus on learners’ individual needs and help develop the relevant skills, knowledge, values and attitudes necessary to help them enter the world of work. SSRC staff will have professional skills and will help develop learning materials to specifically assist learners. This material will be made available to other educators in the area. Learners will only stay at SSRC for a short period of time as they learn skills and prepare to transition to a full-service or mainstream school. In some cases, learners are required to remain at SSRC throughout their school career. All schools across the province will have these resources and skills, and due to funding constraints, SSRC will be offered as a node service. Support regional support teams. Representatives of the SSRC shall be integrated into the DBST so that they can provide professional support in curriculum, assessment and instruction to designated FSS and other neighbourhood schools. They will be transitioning from special schools to SSRCs, emphasizing their role as resource centre’s for other schools in DBST. Together with DBST, SSRC will serve as a solid support base for FSS and local and regional mainstream schools. One of the roles of the SSRC and DBST is to illustrate how students with disabilities are identified, assessed and included in the SSRC, FSS and mainstream schools. By participating in the DBST, the SSRC can provide support in curriculum, assessment and teaching. SSRC specialist staff play a particularly important role in providing support to the community, visiting schools and providing teaching resources. SSRC professionals can also assist other schools by developing learning materials for students with disabilities and those with learning disabilities in mainstream schools. SSRC professionals should conduct training workshops for other educators in their area. These workshops can focus on providing additional support in the classroom. Question 3 3.1.1 Negative discrimination is a situation where a person is treated badly because of their race, ethnicity, disability, gender, or related to their background. As a result of these discriminations, learners experience a stress response caused by PTSD. Learners who experience discrimination by teachers and classmates are more likely to have negative school attitudes, lower motivation and performance, and an increased risk of dropping out of high school. 3.1.2 Inflexible curriculum – It is considered one of the serious barriers to learning and development and can be found in the curriculum itself, mainly related to the inflexible nature of the curriculum, which makes it unable to meet the different needs of learners. Learning crashes occur when learners cannot access courses. 3.1.3 Most learners in schools face language barriers in the classroom. This is obvious because any child who cannot use the language with which he/she is most familiar is disadvantaged and unlikely to use his/her best abilities. But it's not just about being able to use an effective communication medium in a learning environment. Failure to learn in their native language damages the learner's self-confidence and social self-awareness, which is further damaged by repeated failures. This disadvantage has cognitive, psychological, social and cultural dimensions, all reflected in the continuing failure of our education system.