INC4803 Study Guide

,© 2018 University of South Africa

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University of South Africa
Mucklneuk, Pretoria

INC4803/1/2019–2021

70777950

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, CONTENTS

 Page

Introductionv
STUDY UNIT 1: THEORETICAL ASSUMPTIONS OF COMMUNICATION1
1.1 INTRODUCTION1
1.2 THEORETICAL ASSUMPTIONS OF COMMUNICATION 1
1.2.1 Authoritarian theory 2
1.2.2 Libertarianism or free press theory 2
1.2.3 Social responsibility theory 2
1.2.4 Soviet media communist theory 2
1.2.5 Development communication theory 3
1.3 THEORIES AND PRINCIPLES OF LEARNING AND
COMMUNICATION3
1.3.1 Bandura’s social learning theory 3
1.3.2 Piaget’s theory of cognitive development 4
1.3.3 Behaviourism5
1.3.4 Cognitivism5
1.3.5 Humanistic theory 5
1.3.6 Learning cycle theory 5
1.3.7 Andragogy versus pedagogy theory 6
1.4 CHARACTERISTICS OF MEANINGFUL AND PRODUCTIVE
INTERACTION WITH PEOPLE WITH DISABILITIES 7
1.5 References8
STUDY UNIT 2: THE USE OF VARIOUS MEANS OF
COMMUNICATION FOR INCLUSION9
2.1 INTRODUCTION9
2.2 WHAT IS COMMUNICATION? 9
2.3 VARIOUS IMPORTANT MEANS OF COMMUNICATION 11
2.4 INFORMATION FILTERS 12
2.4.1 Perceptive12
2.4.2 Cognitive12
2.4.3 Emotional13
2.4.4 Association13
2.5 COMMUNICATION STRATEGY AS A MEANS OF SUPPORT 13
2.6 HOW CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)
COMMUNICATE14
2.6.1 Nonverbal communication 14
2.6.2 Undesirable behaviour 15
2.6.3 The development of communication in children with autism spectrum
disorder15
2.6.4 Enhancing the level of communication of a child with ASD 15
2.6.5 How to make one’s child with ASD communicate 15
2.7 COMMUNICATION FOR LEARNERS WITH HEARING
IMPAIRMENTS AND HARDNESS OF HEARING 16
2.7.1 Oral method 18

INC4803/1/2019–2021(iii)

, 2.7.2Cued speech method 18
2.7.3Manual communication methods 18
2.7.4Total communication (TC) method 18
2.8 AUGMENTATIVE AND ALTERNATIVE COMMUNICATION 19
2.9 COMMUNICATION FOR LEARNERS WITH VISUAL IMPAIRMENTS20
2.10 COMMUNICATION FOR DEALING WITH CHALLENGES
EXPERIENCED BY LEARNERS WITH ATTENTION DEFICIT/
HYPERACTIVITY DISORDERS 23
2.11 COMMUNICATION FOR LEARNERS WITH CHRONIC DISEASES 24
2.12 COMMUNICATION FOR LEARNERS WITH CHRONIC
MOBILITY IMPAIRMENTS  25
2.13 References26
STUDY UNIT 3: COMMUNICATING WITH LEARNERS, PARENTS AND
OTHER STAKEHOLDERS28
3.1 INTRODUCTION28
3.2 EFFECTIVE WAYS TO COMMUNICATE WITH LEARNERS 28
3.2.1 Face-to-face communication 29
3.2.2 Youth expressions/slang 29
3.2.3 Communicate with respect 29
3.2.4 Nonverbal communication 29
3.2.5 Communicating on learners’ level 29
3.2.6 Be patient 30
3.2.7 Avoid judgments 30
3.3 EFFECTIVE WAYS TO COMMUNICATE WITH PARENTS 30
3.3.1 Be organised 31
3.3.2 Make the effort 31
3.3.3 Five ground rules of effective communication with parents 31
3.3.4 Do not make hasty decisions 31
3.3.5 Mutual trust 31
3.3.6 Communicating immediately 31
3.3.7 Measures to deal with matters 32
3.4 EFFECTIVE WAYS TO COMMUNICATE WITH STAKEHOLDERS 32
3.4.1 How can teachers keep communication vibrant and lively? 32
3.4.2 Meetings32
3.4.3 Conference calls 32
3.4.4 Newsletters, e-mails and posters 33
3.4.5 Unplanned conversations in hallways, corridors, bathrooms, and so forth 33
3.4.6 Lunch and drinks meetings 33
3.4.7 Sporting events 33
3.4.8 Voicemail33
3.5 References34