DPP1501 Assignment 5 (QUALITY ANSWERS) 2024

This document contains workings, explanations and solutions to the DPP1501 Assignment 5 (QUALITY ANSWERS) 2024. For assistance whats-app us on 0.6.8..8.1.2..0.9.3.4.... Question 1 Answer the following questions based on learning unit 4 of the study guide. Please read the content of the study guide before answering the questions. You are, however, not expected to copy and paste from the study guide but to read extensively from other sources of information to answer the questions. 1.1 Discuss in only two paragraphs, how the curriculum can be modified to accommodate diverse learning styles. (10) 1.2 Discuss how the learning environment can be modified to accommodate learners with disabilities, with reference to the following factors: 1.2.1 Accessible physical environment (5) 1.2.2 Adaptive technology (5) 1.2.3 Flexible instructional material (5) 1.2.4 Alternative assessment methods (5) 1.2.5 Universal design for learning (UDL) (5) 1.2.6 Social and emotional support (5) [40] Question 2 Read the case study below to answer the questions that follow. Case Study: Addressing Bullying in Secondary School Bullying is a pervasive issue in secondary schools, affecting students' well-being and academic performance. Patjie Secondary School, a medium-sized institution with approximately 800 students, has been grappling with a rising incidence of bullying among its students. The bullying ranges from verbal taunts and exclusion to more severe instances of physical aggression. The school's administration has recognised the urgency of addressing this issue and has initiated various anti-bullying programmes. Ongoing evaluation and adjustments to the school's strategies are essential to ensuring a sustainable and effective anti-bullying DPP1501/102/0/2024 7 programme. The school has implemented a peer mediation programme, counselling services, and a structured disciplinary system to address bullying incidents promptly. Awareness campaigns, including guest speakers and workshops, are organised throughout the academic year to educate students on the impact of bullying. Students can report bullying incidents to teachers, school counsellors or through an anonymous online reporting system. Patjie Secondary School is actively working to create a safe and inclusive environment for its students by employing a multi-faceted approach to address and prevent bullying. Disciplinary actions for bullying may include counselling, parental involvement, and, in severe cases, suspension or expulsion. Parents are informed about the school's anti-bullying policies during orientation sessions and through regular communication channels. Workshops and informational sessions are organised for parents, providing resources and guidance on addressing bullying and supporting their children emotionally. Patjie Secondary School promotes a positive culture through anti-bullying campaigns, character education programmes, and initiatives that celebrate diversity. The school communicates its anti-bullying policies through regular assemblies, newsletters and the school's website. Teachers and staff undergo annual training sessions focused on recognising signs of bullying, effective intervention strategies, and creating a safe and inclusive classroom environment. Teachers also discuss these policies in the classroom. Victims receive immediate support from the school counsellors, and a buddy system is in place to connect them with a supportive peer. Empathy-building activities, such as group projects and team-building exercises, are integrated into the curriculum to foster positive relationships. (Basic Education, 2012). DPP1501/102/0/2024 8 Answer the following questions based on the case study. 2.1 How does Patjie Secondary School identify instances of bullying among its students? (2) 2.2 What reporting mechanisms are in place for students who witness or experience bullying? (2) 2.3 How does the school communicate its anti-bullying policies and procedures to students, parents and staff? (2) 2.4 What efforts are made to raise awareness about the consequences of bullying within the school community? (2) 2.5 What specific intervention strategies has the school implemented to address bullying incidents? (2) 2.6 How are teachers and staff trained to recognise and respond to bullying situations effectively? (2) 2.7 What support systems are in place for victims of bullying, and how does the school ensure their well-being? (2) 2.8 How does the school handle disciplinary actions for students engaged in bullying behaviours? (2) 2.9 What preventive measures has the school put in place to create a positive and inclusive school culture? (2) 2.10 How does Patjie Secondary School promote empathy and understanding among students to prevent bullying? (2) 2.11 How does the school involve parents in addressing and preventing bullying incidents? (4) [24] DPP1501/102/0/2024 9 Question 3 3.1 Read the information in learning unit 1 of the study guide to answer the following questions about extrinsic barriers to learning. 3.1.1 Define extrinsic barriers to learning. Give two examples and briefly explain how they impact educational outcomes. (6) 3.1.2 How can educational institutions address extrinsic barriers to promote inclusivity and equal learning opportunities? (5) 3.1.3 How do extrinsic barriers affect lifelong learning, and what strategies can individuals employ to overcome these obstacles? (5) 3.2 Answer the following questions about collaboration and support in inclusive education settings: 3.2.1 Why is collaboration important in inclusive education settings? (2) 3.2.2 How can teachers support collaboration in inclusive classrooms? (2) 3.2.3 What role do support staff play in inclusive education? (2) 3.2.4 How can technology enhance collaboration in inclusive education? (2) 3.2.5 What are the benefits of a collaborative and supportive approach to inclusive education? (2) 3.3 Answer the following questions about strategies to support learners with reading difficulties. "Poor reading skills are a major stumbling block to learners' academic development so it is essential that you identify reading difficulties early on and come up with appropriate intervention strategies. Common errors when learning to read include omission, insertion, substitution, repetition, mispronunciation, word-by-word reading, etc. Many learners also find reading for meaning a challenge." (Teaching for All, 2019:105) DPP1501/102/0/2024 10 Match the common reading errors in column A, with the appropriate intervention strategies in column B. 2 marks x 5 = (10) COLUMN A COLUMN B 3.3.1 Omission (leaving out one or two sounds or a part of a word), e.g., 'onkey' for donkey. A. • Use recorded reading lessons. • Use easier, interesting material. • Develop adequate sight vocabulary. 3.3.2 Addition and insertion (adding a sound or sounds in the middle of the word or at the end of a word). B. • Give the learner experience and practice in group reading. • Record the learner and let him/her listen. • Teach the learner to read in phrases. 3.3.3 Mispronunciation (pronouncing words incorrectly especially when influenced by the mother tongue). C. • Ask the learner to sound out the first letter of the word. • Use diagrams or actions to show the learner the correct spelling. • Use sight word cards for the words that are often reversed, e.g., pit/dib, bed/deb. 3.3.4 Word-by-word reading (reading each word slowly instead of reading fluently with all words flowing together). D. • Call the learner's attention to the error made. • Teach scanning. • Teach sound-letter relationships and then blends. 3.3.5 Reversals (reversing sounds or words when reading, e.g., b for d, no for on, deb for bed). E. • Draw attention to the insertion or addition. • Teach difficult words before the learner attempts the reading. • Provide pre-knowledge of the story.