IFP3701 ASSIGNMENT 2
2024 - DUE 28 JUNE 2024
QUESTIONS WITH COMPLETE ANSWERS
[DATE]
[COMPANY NAME]
[Company address]
,IFP3701 Assignment 2 2024 - DUE 28 June 2024
Read the following excerpt of the UNICEF report. Thereafter, read the case study and
answer the questions that follow: ARTICLE: Inclusive schools pave the way for inclusive
societies. Children’s right to inclusive, quality education remains a challenge for children
globally: Maida Pasic, UNICEF Regional Adviser on Education for Europe and Central
Asia (12 February 2024) UNICEF REPORT Children’s right to inclusive, quality
education remains a challenge for children globally. This is especially true for the nearly 11
million children with disabilities living in 55 countries and territories in Europe and
Central Asia. UNICEF’s rece n t rep ort presents data from nine countries across the
region and outlines the challenges children with disabilities face in accessing development
and learning opportunities1. Data from four counties and territories in the Western
Balkans including Kosovo2, Montenegro, North Macedonia and Serbia, find that children
with disabilities face discrimination and exclusion in their homes, schools and communities,
at all stages of childhood. In their early years, children with disabilities are less likely to be
played with at home than children without disabilities, meaning they are less likely to
receive adequate early stimulation and responsive care. In Kosovo, only 1 in 10 children
with disabilities has access to books at home. Stigmatisation, discrimination and neglect
continue into school years. Children with disabilities are more likely to be out of school
than children without disabilities. At primary school level, Montenegro and North
Macedonia have the highest rates of out- of-school children with disabilities. Kosovo has
the second highest rate among nine countries with available data at the upper-secondary
level, with 1 in 6 children with disabilities of upper-secondary age missing out on school. In
most countries with available data, children with disabilities are less likely to demonstrate
foundational literacy and numeracy skills than children without disabilities. What are
countries doing to address this situation? Governments in the region are showing a strong
commitment to reverse these trends. In all four countries and territories in the Western
Balkans, ministries of education have put in place ambitious inclusive education reforms
that have resulted in systemic changes and attitudinal shifts and represent good practices
for the entire region.
, CASE STUDY AFF Primary School serves a diverse community but faces significant
challenges of inclusive education. Despite several national policies supporting inclusive
education, AFF's principal, Mr Simpson, is sceptical of its implementation at his school.
This has resulted in a lack of training for teachers to accommodate learners with barriers
to learning in their classrooms. As a result, Emily Johnson, a 10-year- old Grade 3 learner
at the school, has been struggling with mathematics and reading since Grade 1. She was
promoted to Grade 2 despite her difficulties, with the hope that she would improve. By
Grade 3, it was evident that Emily could not perform at the expected level. She was
therefore retained in Grade 3 for two consecutive years. Foundation Phase teachers
discussed Emily’s work and reported their observations to the Head of Department, Ms
Khaoleza. Their report highlighted that Emily's poor performance in class has severely
impacted her overall academic performance and self-esteem; she is often disengaged
during lessons, she exhibits signs of frustration, low selfconfidence and avoids reading
aloud and participating in any mathematical activities.
Question1
Drawing from the UNICEF report and case study above:
a). Analyse the impact of the principal's scepticism about inclusive education on the overall
learning environment at AFF Primary School. The
b). How does this attitude affect the following role players? - Teachers - Learners
(particularly those with learning barriers like Emily Johnson) Dr Phumzile Mlambo-
Ngcuka asserts that in South Africa, many learners (of the same age as Emily Johnson)
experience reading difficulties.
Watch the 2030 reading panel video on YouTube or on the link provided below and answer
questions that follow: Image: https:// yo bLe
a).Discuss the significance of early intervention in addressing reading difficulties in the
Foundation Phase.
b). Drawing from the case study, how can early identification and support alter Emily
Johnson's academic trajectory?
2024 - DUE 28 JUNE 2024
QUESTIONS WITH COMPLETE ANSWERS
[DATE]
[COMPANY NAME]
[Company address]
,IFP3701 Assignment 2 2024 - DUE 28 June 2024
Read the following excerpt of the UNICEF report. Thereafter, read the case study and
answer the questions that follow: ARTICLE: Inclusive schools pave the way for inclusive
societies. Children’s right to inclusive, quality education remains a challenge for children
globally: Maida Pasic, UNICEF Regional Adviser on Education for Europe and Central
Asia (12 February 2024) UNICEF REPORT Children’s right to inclusive, quality
education remains a challenge for children globally. This is especially true for the nearly 11
million children with disabilities living in 55 countries and territories in Europe and
Central Asia. UNICEF’s rece n t rep ort presents data from nine countries across the
region and outlines the challenges children with disabilities face in accessing development
and learning opportunities1. Data from four counties and territories in the Western
Balkans including Kosovo2, Montenegro, North Macedonia and Serbia, find that children
with disabilities face discrimination and exclusion in their homes, schools and communities,
at all stages of childhood. In their early years, children with disabilities are less likely to be
played with at home than children without disabilities, meaning they are less likely to
receive adequate early stimulation and responsive care. In Kosovo, only 1 in 10 children
with disabilities has access to books at home. Stigmatisation, discrimination and neglect
continue into school years. Children with disabilities are more likely to be out of school
than children without disabilities. At primary school level, Montenegro and North
Macedonia have the highest rates of out- of-school children with disabilities. Kosovo has
the second highest rate among nine countries with available data at the upper-secondary
level, with 1 in 6 children with disabilities of upper-secondary age missing out on school. In
most countries with available data, children with disabilities are less likely to demonstrate
foundational literacy and numeracy skills than children without disabilities. What are
countries doing to address this situation? Governments in the region are showing a strong
commitment to reverse these trends. In all four countries and territories in the Western
Balkans, ministries of education have put in place ambitious inclusive education reforms
that have resulted in systemic changes and attitudinal shifts and represent good practices
for the entire region.
, CASE STUDY AFF Primary School serves a diverse community but faces significant
challenges of inclusive education. Despite several national policies supporting inclusive
education, AFF's principal, Mr Simpson, is sceptical of its implementation at his school.
This has resulted in a lack of training for teachers to accommodate learners with barriers
to learning in their classrooms. As a result, Emily Johnson, a 10-year- old Grade 3 learner
at the school, has been struggling with mathematics and reading since Grade 1. She was
promoted to Grade 2 despite her difficulties, with the hope that she would improve. By
Grade 3, it was evident that Emily could not perform at the expected level. She was
therefore retained in Grade 3 for two consecutive years. Foundation Phase teachers
discussed Emily’s work and reported their observations to the Head of Department, Ms
Khaoleza. Their report highlighted that Emily's poor performance in class has severely
impacted her overall academic performance and self-esteem; she is often disengaged
during lessons, she exhibits signs of frustration, low selfconfidence and avoids reading
aloud and participating in any mathematical activities.
Question1
Drawing from the UNICEF report and case study above:
a). Analyse the impact of the principal's scepticism about inclusive education on the overall
learning environment at AFF Primary School. The
b). How does this attitude affect the following role players? - Teachers - Learners
(particularly those with learning barriers like Emily Johnson) Dr Phumzile Mlambo-
Ngcuka asserts that in South Africa, many learners (of the same age as Emily Johnson)
experience reading difficulties.
Watch the 2030 reading panel video on YouTube or on the link provided below and answer
questions that follow: Image: https:// yo bLe
a).Discuss the significance of early intervention in addressing reading difficulties in the
Foundation Phase.
b). Drawing from the case study, how can early identification and support alter Emily
Johnson's academic trajectory?
