ETH306W/102/3/2016
Tutorial Letter 102/3/2016
Inclusive Education B
ETH306W
Semester 1 &2
Department of Inclusive Education
IMPORTANTINFORMATION:
This tutorial letter contains important information
about your module.
, ETH306W/102
Dear Student
This tutorial letter contains the following information:
1 Lecturer’s contact details
2 General guidelines about inclusive education
3 Learners who experience learning problems
4 Intellectual impairment: Down syndrome
5 Autism
6 Books on inclusive education
You will soon receive another tutorial letter as well as guidelines for the examination.
2
, ETH306W/102
1 Lecturer: Please note that the lecturers for this module are:
Mr. Lindokuhle Mkhuma & Dr M. Clasquin-Johnson
Tel.: 012 484 1121 (office hours)
E-mail: &
Address: UNISA Sunnyside Campus, Building no. 10, Office 1-96, Pretoria 0003
2 General guidelines about inclusive education
The main purpose of this module is to provide you with information about the various types of
barriers to learning that learners in schools might have, as well as ways in which you can
support and assist these learners. Hopefully this module will also change your attitude towards
these learners because often the classroom teachers are the only persons who can make a
difference in the lives of young people who could easily be left behind.
Over the past few years many policies about inclusive education and special needs in
education were passed in South Africa. This meant that the terminology which was used in
South Africa had also changed. Please try to use the updated terminology. Rather refer, for
instance, to a person who has a physical impairment and never refer to a disabled person! The
whole person is not disabled! You will, however, note that in the Summary of Barriers to
Learning provided by the Department of Education in 2004 reference is made to disabilities. In
this module, you will not be penalised, should you use outdated terminology. Also remember
that these days we prefer to refer to ‘learners’ in the classroom or school situation rather than
‘children’. There are many adults to be found in a classroom situation and surely we will not
refer to them as children.
You know by now that there are various barriers, which can cause a learning breakdown in
learners, and that these barriers are divided into both intrinsic and extrinsic barriers. In
developing countries such as South Africa extrinsic barriers play a more prominent role than in
developed countries.
3
Tutorial Letter 102/3/2016
Inclusive Education B
ETH306W
Semester 1 &2
Department of Inclusive Education
IMPORTANTINFORMATION:
This tutorial letter contains important information
about your module.
, ETH306W/102
Dear Student
This tutorial letter contains the following information:
1 Lecturer’s contact details
2 General guidelines about inclusive education
3 Learners who experience learning problems
4 Intellectual impairment: Down syndrome
5 Autism
6 Books on inclusive education
You will soon receive another tutorial letter as well as guidelines for the examination.
2
, ETH306W/102
1 Lecturer: Please note that the lecturers for this module are:
Mr. Lindokuhle Mkhuma & Dr M. Clasquin-Johnson
Tel.: 012 484 1121 (office hours)
E-mail: &
Address: UNISA Sunnyside Campus, Building no. 10, Office 1-96, Pretoria 0003
2 General guidelines about inclusive education
The main purpose of this module is to provide you with information about the various types of
barriers to learning that learners in schools might have, as well as ways in which you can
support and assist these learners. Hopefully this module will also change your attitude towards
these learners because often the classroom teachers are the only persons who can make a
difference in the lives of young people who could easily be left behind.
Over the past few years many policies about inclusive education and special needs in
education were passed in South Africa. This meant that the terminology which was used in
South Africa had also changed. Please try to use the updated terminology. Rather refer, for
instance, to a person who has a physical impairment and never refer to a disabled person! The
whole person is not disabled! You will, however, note that in the Summary of Barriers to
Learning provided by the Department of Education in 2004 reference is made to disabilities. In
this module, you will not be penalised, should you use outdated terminology. Also remember
that these days we prefer to refer to ‘learners’ in the classroom or school situation rather than
‘children’. There are many adults to be found in a classroom situation and surely we will not
refer to them as children.
You know by now that there are various barriers, which can cause a learning breakdown in
learners, and that these barriers are divided into both intrinsic and extrinsic barriers. In
developing countries such as South Africa extrinsic barriers play a more prominent role than in
developed countries.
3
