, IE6 EXAMINATION
The programme in Inclusive Education consists of two sections
SECTION A: Assessment
SECTION B: Learner Support
• The examination question paper consists of 2 sections: Section A and Section B.
• Section A has 2 questions.
• Section B has 2 questions.
• All questions are compulsory.
Section A Section B
Question 1 (50) Question 3 (50)
Question 2 (25) Question 4 (25)
TOTAL: 150
TIME: 3 hours
Short questions Sections A and B
Questions range from 4-15 marks each where students are required to: for example: Mention,
Explain, Discuss, Name and Describe.
Section B, question 4
Give away:
Design learning support programme
Chapters 4, 7, 10 (p 131-144) and Units 2, 3, 7, 11
Different steps have been given and allocated marks ranging from 4–15 but the total mark for
question 4 is 50.
You can expect a practical question as compulsory question for this examination. You can work out
an answer to this question beforehand: See study unit 1 and the study units related to support of
learners with different learning barriers.
Your creativeness is important regarding support strategies and methods.
Design an individual learning support programme for a learner experiencing learning problems. Pay
attention to the problems that she/he experiences and use the following procedures as headings:
(Remember this is NOT a lesson plan, but you can make use of examples from any subject or
learning area.)
1. assessing the learner regarding his/her mathematical or language problems
2. stating the outcomes for this learner
3. selecting the curriculum content
4. choosing and applying the learning support strategies and methods
,1. ASSESSMENT OF THE LEARNER’S LANGUAGE PROBLEMS
Spoken language
Read the study units on spoken language. Use the following techniques when assessing spoken
language:
• Observation inside & outside the classroom. Take time to listen to the learner’s spoken
language. Pay attention to vocabulary, types of language errors the learner makes, sentence
structure, comprehension (does he understand the language used by peers?).
• Error analysis of spoken language. List the words the learner does not understand and any other
problems (e.g. the learner uses whatsisname when he or she cannot remember the word, etc.).
• Observe the learner's sentence structure. Does he or she use full sentences, or omit or insert
words incorrectly, or make any other mistakes?
Reading errors
Read the study guide and textbook.
You have to know how to assess reading errors according to certain guidelines. You cannot do that if
you do not know what the terminology, for example high frequency words, word analysing skills,
configuration clues, contextual clues, et cetera, means. Many examples are available in the
recommended textbooks.
Written language problems
Read the Study Guide and textbook.
Written language consists of comprehension, spelling and hand-writing. You had to analyse errors
according to the guidelines in these study units.
2. LEARNING SUPPORT TO THE LEARNER
On the basis of your assessment you need to formulate the outcomes you want the learner to
achieve during the support sessions. Please read the discussion on designing an individual support
programme (Study Unit 2). Use the recommended books to obtain more information on learning
support.
3. EXAMINATION TERMINOLOGY
To be able to answer a question correctly in the examination you must understand what has been
asked. It is therefore important that you understand the meaning of certain keywords such as
discuss, describe or justify.
The following terms are often used in examination papers:
• Name/mention/list. State only the facts, without describing or discussing them.
• Describe. Simply record how you see a particular phenomenon. The terms state, summarise,
review and sketch, have more or less the same meaning as describe, but place more emphasis
on a brief, condensed statement. The instruction give an exposition is similar to describe, but it
requires you to give a detailed structure. You are, however, not expected to make a comparison,
form an opinion, or state your own point of view.
• Discuss. This is a more comprehensive term than describe and contains two elements, namely (i)
describe and (ii) analyse and/or evaluate or judge.
Discuss, is a comprehensive term. Its synonyms are compare, analyse, explain, substantiate,
elucidate, justify and evaluate.
• Compare. Here the emphasis is on two phenomena that must be related to one another by
highlighting their similarities and differences.
, • Substantiate/justify. The emphasis is on the reasons for a particular decision or point of view. It
requires a certain degree of elaboration, but the main emphasis is on the analysis of reasons, for
example for using a certain method or supporting or rejecting a certain viewpoint.
• Evaluate. Here you should judge or evaluate a statement or problem. You must express an
opinion and give reasons for your opinion.
4 THE EXAMINATION
4.1 GENERAL EXAMINATION GUIDELINES
• Answer only what has been asked. You get no marks for irrelevant information.
• The examiner is looking for facts that stand out clearly. Hidden facts are easily missed. Guard
against long sentences and do not repeat facts. Be precise and to the point.
• Use headings and subheadings.
• If you are running out of time, telegram style will even be acceptable.
• Direct quotations and references are unnecessary. It is time consuming to memorise quotations.
You need only refer to an author if he or she has made a major contribution. You may express
authors' thoughts in your own words.
• Answer the question that you know best first. Do not spend more than the allotted time per
question. Go on to the next question if you cannot complete a question in the time that you
have allowed yourself. Leave enough space open so that you may return to it later if you have
time left. This suggestion is very important: may obtain more marks for three incomplete
questions (with reasonably complete structures) than for two fully answered questions.
• If the question has subsections, make sure that you answer them. The marks allocated to each
subsection give you an indication of how much time you should spend on it.
Demarcation of the study field for the examination
You have to study the following material:
• The Reader: Quality Education for All p. 15 - 145. There will be no questions in “Topics 2 and 7”.
Topic 1: Managing the Development of Inclusive Policies and Practices
Topic 3: Education Assessment as Part of Quality Education
Topic 4: Organising Support in Inclusive Systems
Topic 5: Families and Communities Participating in Inclusive Education
Topic 6: Developing an Inclusive Curriculum
Topic 8: Managing Transitions through Education
Topic 9: Initiating and Sustaining Change in Schools
• EDUCATION WHITE PAPER 6: SPECIAL NEEDS EDUCATION — BUILDING AN INCLUSIVE
EDUCATION AND TRAINING SYSTEM. Appendix 1 is attached at the back for your convenience.
• The prescribed book: “Addressing barriers to learning” Chapters 1 (p 3-8), 3, 4, 7 and 10.
Chapter 1: A framework for Understanding Inclusion
Chapter 3: Identification and assessment of barriers to learning
Chapter 4: Learning Support
Chapter 7: First Language Problems
Chapter 10: Mathematical literacy and difficulties in mathematics
The memorandum of the examination paper is flexible. Relevant facts from other sources such as
policy documents and the latest articles and literature will be accepted.
The programme in Inclusive Education consists of two sections
SECTION A: Assessment
SECTION B: Learner Support
• The examination question paper consists of 2 sections: Section A and Section B.
• Section A has 2 questions.
• Section B has 2 questions.
• All questions are compulsory.
Section A Section B
Question 1 (50) Question 3 (50)
Question 2 (25) Question 4 (25)
TOTAL: 150
TIME: 3 hours
Short questions Sections A and B
Questions range from 4-15 marks each where students are required to: for example: Mention,
Explain, Discuss, Name and Describe.
Section B, question 4
Give away:
Design learning support programme
Chapters 4, 7, 10 (p 131-144) and Units 2, 3, 7, 11
Different steps have been given and allocated marks ranging from 4–15 but the total mark for
question 4 is 50.
You can expect a practical question as compulsory question for this examination. You can work out
an answer to this question beforehand: See study unit 1 and the study units related to support of
learners with different learning barriers.
Your creativeness is important regarding support strategies and methods.
Design an individual learning support programme for a learner experiencing learning problems. Pay
attention to the problems that she/he experiences and use the following procedures as headings:
(Remember this is NOT a lesson plan, but you can make use of examples from any subject or
learning area.)
1. assessing the learner regarding his/her mathematical or language problems
2. stating the outcomes for this learner
3. selecting the curriculum content
4. choosing and applying the learning support strategies and methods
,1. ASSESSMENT OF THE LEARNER’S LANGUAGE PROBLEMS
Spoken language
Read the study units on spoken language. Use the following techniques when assessing spoken
language:
• Observation inside & outside the classroom. Take time to listen to the learner’s spoken
language. Pay attention to vocabulary, types of language errors the learner makes, sentence
structure, comprehension (does he understand the language used by peers?).
• Error analysis of spoken language. List the words the learner does not understand and any other
problems (e.g. the learner uses whatsisname when he or she cannot remember the word, etc.).
• Observe the learner's sentence structure. Does he or she use full sentences, or omit or insert
words incorrectly, or make any other mistakes?
Reading errors
Read the study guide and textbook.
You have to know how to assess reading errors according to certain guidelines. You cannot do that if
you do not know what the terminology, for example high frequency words, word analysing skills,
configuration clues, contextual clues, et cetera, means. Many examples are available in the
recommended textbooks.
Written language problems
Read the Study Guide and textbook.
Written language consists of comprehension, spelling and hand-writing. You had to analyse errors
according to the guidelines in these study units.
2. LEARNING SUPPORT TO THE LEARNER
On the basis of your assessment you need to formulate the outcomes you want the learner to
achieve during the support sessions. Please read the discussion on designing an individual support
programme (Study Unit 2). Use the recommended books to obtain more information on learning
support.
3. EXAMINATION TERMINOLOGY
To be able to answer a question correctly in the examination you must understand what has been
asked. It is therefore important that you understand the meaning of certain keywords such as
discuss, describe or justify.
The following terms are often used in examination papers:
• Name/mention/list. State only the facts, without describing or discussing them.
• Describe. Simply record how you see a particular phenomenon. The terms state, summarise,
review and sketch, have more or less the same meaning as describe, but place more emphasis
on a brief, condensed statement. The instruction give an exposition is similar to describe, but it
requires you to give a detailed structure. You are, however, not expected to make a comparison,
form an opinion, or state your own point of view.
• Discuss. This is a more comprehensive term than describe and contains two elements, namely (i)
describe and (ii) analyse and/or evaluate or judge.
Discuss, is a comprehensive term. Its synonyms are compare, analyse, explain, substantiate,
elucidate, justify and evaluate.
• Compare. Here the emphasis is on two phenomena that must be related to one another by
highlighting their similarities and differences.
, • Substantiate/justify. The emphasis is on the reasons for a particular decision or point of view. It
requires a certain degree of elaboration, but the main emphasis is on the analysis of reasons, for
example for using a certain method or supporting or rejecting a certain viewpoint.
• Evaluate. Here you should judge or evaluate a statement or problem. You must express an
opinion and give reasons for your opinion.
4 THE EXAMINATION
4.1 GENERAL EXAMINATION GUIDELINES
• Answer only what has been asked. You get no marks for irrelevant information.
• The examiner is looking for facts that stand out clearly. Hidden facts are easily missed. Guard
against long sentences and do not repeat facts. Be precise and to the point.
• Use headings and subheadings.
• If you are running out of time, telegram style will even be acceptable.
• Direct quotations and references are unnecessary. It is time consuming to memorise quotations.
You need only refer to an author if he or she has made a major contribution. You may express
authors' thoughts in your own words.
• Answer the question that you know best first. Do not spend more than the allotted time per
question. Go on to the next question if you cannot complete a question in the time that you
have allowed yourself. Leave enough space open so that you may return to it later if you have
time left. This suggestion is very important: may obtain more marks for three incomplete
questions (with reasonably complete structures) than for two fully answered questions.
• If the question has subsections, make sure that you answer them. The marks allocated to each
subsection give you an indication of how much time you should spend on it.
Demarcation of the study field for the examination
You have to study the following material:
• The Reader: Quality Education for All p. 15 - 145. There will be no questions in “Topics 2 and 7”.
Topic 1: Managing the Development of Inclusive Policies and Practices
Topic 3: Education Assessment as Part of Quality Education
Topic 4: Organising Support in Inclusive Systems
Topic 5: Families and Communities Participating in Inclusive Education
Topic 6: Developing an Inclusive Curriculum
Topic 8: Managing Transitions through Education
Topic 9: Initiating and Sustaining Change in Schools
• EDUCATION WHITE PAPER 6: SPECIAL NEEDS EDUCATION — BUILDING AN INCLUSIVE
EDUCATION AND TRAINING SYSTEM. Appendix 1 is attached at the back for your convenience.
• The prescribed book: “Addressing barriers to learning” Chapters 1 (p 3-8), 3, 4, 7 and 10.
Chapter 1: A framework for Understanding Inclusion
Chapter 3: Identification and assessment of barriers to learning
Chapter 4: Learning Support
Chapter 7: First Language Problems
Chapter 10: Mathematical literacy and difficulties in mathematics
The memorandum of the examination paper is flexible. Relevant facts from other sources such as
policy documents and the latest articles and literature will be accepted.
