ETH302S Inclusive Education A (2021 - Semester 1 and Semester 2 - Assignment 1)

ETH302S – Inclusive Education A 2021 - Semester 1 and Semester 2 - Assignment 1 Question 1: Previous educational segregation was characterised by... 1. the imbalance between special schools that catered exclusively for white disabled learners and those that catered exclusively for black disabled learners 2. inclusion 3. equal education 4. democracy 5. social justice Question 2: Prior to the introduction of Inclusive Education, the following was evident: 1. Specialised education and supports were predominantly provided for a small percentage of learners with disabilities within ‘special’ schools and classes. 2. Specialised education and support were provided o a racial basis. 3. Teachers failed to respond to the needs of learners who were from poor economic backgrounds. 4. 1 and 2 5. 2 and 3 Question 3: Inclusive education is about the following: 1. educating only learners with disabilities 2. only promoting the rights of youth with disabilities 3. acknowledging that all learners can learns and need support 4. establishing one special school in each community 5. none of the above Question 4: The joint report of the two bodies (NCESS and the NCSNET) recommend the following: 1. All learners with disabilities must be accommodated in mainstream schools 2. Education and training system must promote education for all 3. Schools must be divided according to racial groups. 4. Schools must be divided according to languages. 5. None of the above. Question 5: One of the key strategies to establish inclusive education and training system include: 1. Involvement of community leaders in the management of the schools 2. Qualitative improvement of special schools that provide professional support to neighbourhood schools. 3. Ensuring that schools accommodate all learners with disabilities 4. All of the above. 5. None of the above Question 6: Inclusive education aims to... 1. empower learners by developing their individual strengths and enabling them to participate critically in the process of learning. 2. accept and respect the fact that all learners are different in some way and have different learning needs which are equally valued and an ordinary part of our human experience 3. recognise that all children and youth can learn and that all children and youth need support 4. 1 and 2 5. 1, 2 and 3 Question 7: The following is NOT applicable to inclusion: 1. Giving some learners extra support so that they can ‘fit in’. 2. Supporting all learners in schools. 3. Developing good teaching strategies that benefit all learners. 4. Overcoming barriers within the education system. 5. Involving parents as partners in their children’s education. Question 8: The Constitution of the Republic of South Africa (Act 108 of 1996) recognises that all learners have fundamental right to education regardless of their... 1. race 2. gender 3. religion 4. sexual orientation 5. All of the above Question 9: Equality in education means that all learners... 1. are afforded equal opportunities to learn and develop 2. are entitled to the same level of support 3. are given access to the same curriculum content and assessment 4. can benefit from therapeutic intervention, whether they need it or not. 5. are entitled to have access to free Higher Education programmes Question 10: In order to provide quality education to all South Africa children, we must... 1. pursue the holistic development of centres of learning to ensure a barrier-free learning environment 2. adapt the curriculum so that it is flexible and will ensure educational access to all learners 3. develop an integrated system of education 4. infuse special needs and support services throughout the system 5. All of the above Question 11: Inclusive education and training imply... 1. acknowledging that effective learning occurs only in formal settings and structures 2. acknowledging and respecting diversity amongst learners 3. changing only the learning environment to meet the needs to all learners 4. All of the above 5. None of the above Question 12: According to the principles of inclusion, quality education is a human right for all learners. Identify the incorrect answer. 1. Every learner has the right to receive quality education. 2. Schools cannot deny admission to learners who experience barriers to learning. 3. Schools can administer admission tests to determine if a learner’s needs can be met. 4. All learners need support. 5. The curriculum should be flexible to accommodate learners’ diverse needs. Question 13: Individual support plans should... 1. be well-planned and facilitated by the class teacher and members of the school-based support-team 2. develop only by a member of the school governing body 3. demonstrate the functionality of the school 4. All of the above. 5. None of the above. Question 14: Initiatives to create a more Inclusive Education system include... 1. introducing an inclusion model for school management teams only 2. transforming special schools into resource centres only 3. converting primary schools into full-service schools 4. 1 and 3 5. None of the above Question 15: Segregation of learners in schools focuses on... 1. the admission of learners based on their abilities 2. a limited number of mainstream schools 3. a limited number of special teachers 4. 1, 2 and 3 5. 2 and 3 Question 16: Special schools are responsible for... 1. accommodating a limited range of learner needs 2. accommodating all levels of learner support needs 3. typically developing learners 4. All of the above 5. None of the above Question 17: Transforming special schools into resource centres is geared towards... 1. ensuring accessibility to a range of specialist support on a daily or weekly basis 2. ensuring the availability of expertise and resources to neighbourhood schools 3. providing support to learners in need of intensive educational support 4. All of the above 5. 2 and 3 Question 18: Full-service schools deal with the following: 1. a limited range of learners needs 2. full range of learner needs 3. learners without special needs 4. 1 and 3 5. 1, 2 and 3 Question 19: One of the aspects dealt with by the Policy on Screening, Identification, Assessment and Support includes... 1. placing learners in a full-service school 2. identifying barriers to learning experiences by the learner 3. strengthen remedial education 4. 1 and 2 5. 1 and 3 Question 20: Different learning needs may also arise because of... 1. the non-recognition and non-involvement of parents 2. inappropriate communication 3. inappropriate and inadequate support services 4. 1 and 3 5. 1, 2 and 3 Question 21: The main objective of an education system in a democratic society is to provide quality education to all learners. This excludes... 1. promoting meaningful participation in school 2. preparing teachers to differentiate the school curriculum 3. building partnerships with families and communities 4. providing all learners with the necessary support 5. using assessment test to admit learners in schools Question 22: The medical model emphasises the following... 1. Learners who experience barriers to learning need to be diagnosed. 2. Learners who experience barriers to learning should be admitted to a special school. 3. Learners who experience barriers to learning must adjust to the mainstream (ordinary) classroom. 4. 1, 2 and 3 5. 1 and 3 Question 23: According to the medical model... 1. social and economic factors must be considered when teaching children 2. social and economic factors are irrelevant when teaching children 3. only social factors are important when teaching children 4. only economic factors are important when teaching children 5. None of the above Question 24: The medical model makes it possible to identify intrinsic barriers to learning, such as... 1. physical barriers to learning 2. sensory barriers to learning 3. speech and communication delays 4. visual impairments 5. All of the above Question 25: The medical model regards learners with any additional support needs as ‘problems’ because they... 1. require a specially trained teacher 2. cannot be taught in the same classes as typically developing children 3. cannot learn at the same pace as their typically developing peers 4. 1 and 2 5. 1, 2 and 3 Question 26: Intrinsic barriers to learning can be caused by... 1. brain injury at birth 2. uncaring teachers 3. an inflexible curriculum 4. 1 and 2 5. 1, 2 and 3 Question 27: Extrinsic barriers to learning can include the following factors: 1. Poorly trained teachers. 2. Negative attitudes towards learners who experience barriers to learning. 3. Poverty. 4. 1, 2 and 3 5. 1 and 2 Question 28: By closely observing their learners, teachers can identify learners... 1. who experience behavioural problems 2. who struggle to concentrate 3. who perform poorly during tests 4. who are unable to complete their work 5. All of the above. Question 29: Extrinsic factors that constitute barriers to learning exclude... 1. disabilities caused by sensory, visual or hearing impairments 2. parents’ childrearing styles 3. the child’s position in the family 4. crime and the deterioration of value systems 5. the disintegration of family life Question 30: Social-economic factors that can lead to learning breakdown do NOT include... 1. HIV and AIDS 2. poverty 3. child abuse 4. an inflexible curriculum 5. a lack of parental involvement Question 31: Addressing barriers to learning and exclusion does NOT mean... 1. adopting a learner-centred approach to learning and teaching 2. focusing only on learners with disabilities 3. developing all learners’ strengths 4. identifying the causes of learning difficulties 5. understanding problems and planning appropriate action Question 32: Learning difficulties cannot be caused by... 1. emotional issues 2. divorce 3. the death of a parent 4. receiving too much support 5. None of the above. Question 33: The process of screening, identification, assessment and support includes the following: 1. creating the profile of the learner 2. identifying barriers to learning 3. assessing support needs 4. All of the above. 5. None of the above. Question 34: Members of the district-based support team (DBST) must include... 1. All teachers drawn from the neighbouring schools who have completed the inclusive education programme. 2. Only those teachers with remedial/specialised skills 3. All members of the school management teams from neighbouring schools. 4. All of the above 4. None of the above Question 35: The development of an Inclusive Education and training system must further take into account the impact of... 1. the Covid-19 pandemic 2. HIV 3. infectious diseases 4. 1 and 5. 1, 2 and 3 Question 36: The purpose of curriculum differentiation in schools is to... 1. prevent the occurrence of challenging behaviour among learners 2. serve as a way to accommodate only extreme diverse groups 3. provide opportunities for cognitive development 4. 1, 2 and 3 5. 2 and 3 Question 37: Teachers fail to differentiate the school curriculum because they... 1. regard diversity as a problem rather than as a strength in the modern classroom 2. believe that differentiation of the curriculum falls outside their responsibilities 3. believe that differentiating the curriculum will expose their learners’ differences 4. 1 and 3 5. 1, 2 and 3 Question 38: The microsystems of the Bronfenbrenner model focuses on: 1. Managing the life of the child in a social context 2. Dealing with specific disability 3. The relationship between the child and the environment 4. 1 and 3 5. 1, 2 and 3 Question 39: Effective differentiation of the learning environment presents the following... 1. All learners feel secured and safe 2. Individual differences are welcomed 3. Learners learn to support on another 4. 1 and 3 5. 1, 2 and 3 Question 40: Which one of the following statements is true about curriculum differentiation? 1. It acknowledges that each learner learns differently. 2. It is reactive rather than proactive. 3. It is learner-centred. 4. 2 and 3 5. 1 and 3 Question 41: Curriculum differentiation is implemented best when teachers consider their learners’... 1. readiness levels 2. learning profiles 3. interests 4. 1, 2 and 3 5. 2 and 3 Question 42: Differentiation of the product also... 1. encourage learners to demonstrate what they have learned in various ways 2. allows for various working arrangements such as working alone or in groups 3. allows for the use of various assessment methods 4. 1, 2 and 3 5. 2 and 3 Question 43: Below are examples of the differentiation of process: 1. Ensuring free movement between tables/desks 2. Peer tutoring 3. Presenting a concept at different levels of complexity 4. 1 and 3 5. 3 and 4 Question 44: A Learning profile of the learner includes... 1. the learner’s socio-economic background 2. any barrier to learning that the learner experiences 3. the learner’s strengths and abilities 4. 1 and 3 5. 1, 2 and 3 Question 45: The physical learning environment focuses on... 1. teaching and learning through various senses 2. the teachers performing a task while the learners are watching 3. grouping learners so that they can assist one another 4. 1 and 3 5. None of the above. Question 46: If a learner requires additional time to complete a task, the teacher should... 1. modify the time allocated to complete the product 2. adapt the teaching and learning process 3. modify teaching and learning materials 4. 1 and 3 5. 1, 2 and 3 Question 47: Which of the following strategies are useful for learners with short attention spans? 1. Let the learner remain in class after school. 2. Reduce the number of concepts to learn at a time. 3. Always use peer tutoring approach. 4. 1 and 3 5. 2 and 3 Question 48: The following strategies are useful to support a learner who finds it difficult to comprehend the task: 1. Refer the learner to the school management team. 2. Make use of teaching and learning resources. 3. Simplify the language of learning and teaching. 4. 1, 2 and 3 5. 2 and 3 Question 49: The following strategies are useful to support a learner who finds it difficult to complete assignments: 1. List all the steps required to complete the task. 2. Always assign other learners (peers) to provide him/her with support. 3. Reduce tasks into manageable steps and monitor the tasks. 4. 1 and 2 5. 2 and 3 Question 50: Differentiation of the product enables the following: 1. Teachers must provide assignments at varying degrees of difficulty, determined by the learners’ characteristics. 2. Only learners with hearing loss should demonstrate what they have learners in various ways. 3. Teachers use one common form of assessment that allows learners to apply and demonstrate what they have learners. 4. 1 and 3 5. 1, 2 and 3