,© 2018 University of South Africa
All rights reserved
Printed and published by the
University of South Africa,
Muckleneuk, Pretoria
INC4804/1/2019
70778205
Shutterstock.com images used
Editor and Styler
HSY_Style
, CONTENTS
General Introduction to the Study Guide (iv)
Learning unit 1: Designing appropriate support 1
Learning unit 2: Collaborations with stakeholders in addressing barriers to
learning 11
Learning unit 3: Curriculum adaptations – decisions and justifications 25
Learning unit 4: Reflective practices on support strategies 41
INC4804/1/2019 (iii)
, GENERAL INTRODUCTION TO
THE STUDY GUIDE
In this module, Strategies to support learners with diverse needs, you will be introduced to
various strategies, which you may have to use in supporting learners who
experience barriers to learning in your class. Diversity is a common feature in every
classroom, and teachers should have adequate knowledge and skills to address the
needs of all learners in spite of diversity. In this module, we expose you to a variety
of strategies, which can be used to support all learners in your classroom. A range
of activities have been prepared for you in each section of the learning unit to give
you practise in these strategies and it will offer you an opportunity to measure your
capacity in terms of support to learners. At the end of each study unit, there are
self-assessment activities, which will assist you to reflect on the learning outcomes
indicated at the beginning of each study unit. You will be expected to read all the
documents in the box obtainable on e-Reserves and also the documents prescribed
for further reading at the end of each study unit.
The following icons will be found throughout the study guide:
The arrow is used to highlight the assessment criteria of the specific study
unit. This is what you should be able to do after completing the learning
unit in question.
The question mark asks you to think about a certain question or state-
ment in the light of your existing knowledge and to make notes on your
thoughts for future reference.
The pencil indicates a written activity. This activity serves as a self-evalua-
tion of your progress and your insight into the work. These answers are
not submitted as part of any assignment, but are used to help you in your
studies.
The hand entails activities or case studies where writing is not involved.
Think of the hand as if it is forcing you to stop and think and do
something.
As a postgraduate student, you will have the best learning experiences if you
carefully work through the whole study guide and systematically complete all the
exercises. This will empower you with the praxis of inclusive education for
successful and effective delivery of education.
You are kindly advised to write down your notes on a notepad and keep them filed
systematically per learning unit in a box file for later use. Also ensure that you use
headings at the beginning of each set of notes that you make, linking your notes to
the section and page number where that exercise is to be found in the study guide.
(iv)
All rights reserved
Printed and published by the
University of South Africa,
Muckleneuk, Pretoria
INC4804/1/2019
70778205
Shutterstock.com images used
Editor and Styler
HSY_Style
, CONTENTS
General Introduction to the Study Guide (iv)
Learning unit 1: Designing appropriate support 1
Learning unit 2: Collaborations with stakeholders in addressing barriers to
learning 11
Learning unit 3: Curriculum adaptations – decisions and justifications 25
Learning unit 4: Reflective practices on support strategies 41
INC4804/1/2019 (iii)
, GENERAL INTRODUCTION TO
THE STUDY GUIDE
In this module, Strategies to support learners with diverse needs, you will be introduced to
various strategies, which you may have to use in supporting learners who
experience barriers to learning in your class. Diversity is a common feature in every
classroom, and teachers should have adequate knowledge and skills to address the
needs of all learners in spite of diversity. In this module, we expose you to a variety
of strategies, which can be used to support all learners in your classroom. A range
of activities have been prepared for you in each section of the learning unit to give
you practise in these strategies and it will offer you an opportunity to measure your
capacity in terms of support to learners. At the end of each study unit, there are
self-assessment activities, which will assist you to reflect on the learning outcomes
indicated at the beginning of each study unit. You will be expected to read all the
documents in the box obtainable on e-Reserves and also the documents prescribed
for further reading at the end of each study unit.
The following icons will be found throughout the study guide:
The arrow is used to highlight the assessment criteria of the specific study
unit. This is what you should be able to do after completing the learning
unit in question.
The question mark asks you to think about a certain question or state-
ment in the light of your existing knowledge and to make notes on your
thoughts for future reference.
The pencil indicates a written activity. This activity serves as a self-evalua-
tion of your progress and your insight into the work. These answers are
not submitted as part of any assignment, but are used to help you in your
studies.
The hand entails activities or case studies where writing is not involved.
Think of the hand as if it is forcing you to stop and think and do
something.
As a postgraduate student, you will have the best learning experiences if you
carefully work through the whole study guide and systematically complete all the
exercises. This will empower you with the praxis of inclusive education for
successful and effective delivery of education.
You are kindly advised to write down your notes on a notepad and keep them filed
systematically per learning unit in a box file for later use. Also ensure that you use
headings at the beginning of each set of notes that you make, linking your notes to
the section and page number where that exercise is to be found in the study guide.
(iv)
