I
,FP3701 Assignment 4 (COMPLETE ANSWERS) 2024
(727536) - DUE 7 October 2024 ; 100% TRUSTED
6 Case study You have been appointed as a teacher at Dilokong
primary school. This is the same school where you did your
teaching practice while you were still a student teacher. You are
therefore allocated a Grade 3 class. The class has fifty (50)
learners aged 8 to 10 years old. Although you are a dedicated
teacher, you are overwhelmed by the large class size and lack of
adequate support from experienced teachers. The school lacks
sufficient resources, including teaching assistants, special
education experts, and necessary teaching materials. There is
also limited teacher training on how to accommodate diverse
learning needs, however, the inclusive education module you
have done has prepared you to face such challenges. In your
classroom, you have learners such as 10-year-old Thandiwe who
struggles with basic number concepts and has difficulty
understanding addition and subtraction. She cannot grasp the
concept of place value and often reverses numbers when
writing them. Furthermore, she has significant challenges with
reading. She is unable to recognise common sight words and
struggles with phonemic awareness. Her reading level is far
below that of her peers. You have heard from other teachers
that Thandiwe is an orphan, and she stays with two of her
siblings who are 8 and 5 years old. The ASSIGNMENT 4 IFP 7
class teacher, Ms Mkhuli, gives Thandiwe the leftovers from the
school nutrition programme daily and all learners in the
classroom are aware of that and always remind their class
,teacher about giving Thandiwe the leftovers in class.
Furthermore, you also have Thabo, who is a 9-year-old boy in
your class. Thabo is an enthusiastic learner diagnosed with
moderate cerebral palsy, which primarily affects his motor skills
and speech. Despite his intellectual capabilities, Thabo is on par
with his peers. However, Thabo experiences significant barriers
in a non-inclusive classroom setting because he uses a
wheelchair. The classroom is not wheelchair accessible, and he
struggles to navigate between desks. There are no assistive
devices available to help Thabo participate fully in class
activities, such as a speech-to-text device or modified writing
tools. The curriculum is not differentiated to cater for Thabo’s
needs. All learners are expected to complete the same tasks in
the same manner, which often disadvantages Thabo.
Standardised assessments do not consider Thabo's motor skill
challenges, affecting his performance and self-esteem. Due to
his physical limitations, Thabo is often left out of group activities
and playground games, leading to social isolation. As a result,
Thabo occasionally faces teasing and bullying from some
classmates due to his speech difficulties and physical
appearance.
ASSIGNMENT 4 IFP 8 Copy the table below and fill in column A
and Column B. NB. YOUR TABLE SHOULD BE IN LANDSCAPE
Column A: Thandiwe Column B: Thabo 1. Gender (1) (1) 2. Age
(1) (1) 3. Draw a sample picture of the learner (2) (2) 4. List
three (3) extrinsic barriers to learning of the learner. (3) (3) 5.
List three (3) intrinsic barriers to learning (3) (3) 6. Design an
, Individual Support Plan (ISP) for the two learners. Use the SIAS
policy (2014) document as a point of reference. NB: Use the
space on the table. Do not write on a separate sheet. (5) (5) 7.
Prepare a checklist that you can use to help each of the two
learners with reading. NB: Use the space on the table. Do not
write on a separate sheet. (5) (5) 8. Design differentiated lesson
plans that you can use to teach reading to each of the two (2)
learners. NB: (10) (10)
Below is a possible format for the table required for your
assignment. Please use this template and complete the fields as
instructed.
Individual Support Plan (ISP) Table
Column A: Thandiwe Column B: Thabo
1. Gender Female
2. Age 10 years
3. Draw a sample [Draw an image of Thandiwe -
picture of the learner indicating her age and characteristics]
- Lack of parental support (orphaned
and staying with siblings)
4. Extrinsic Barriers to
- Lack of sufficient teaching resources
Learning
in the school
- Limited teacher training and support
5. Intrinsic Barriers to - Struggles with basic number
Learning concepts
,FP3701 Assignment 4 (COMPLETE ANSWERS) 2024
(727536) - DUE 7 October 2024 ; 100% TRUSTED
6 Case study You have been appointed as a teacher at Dilokong
primary school. This is the same school where you did your
teaching practice while you were still a student teacher. You are
therefore allocated a Grade 3 class. The class has fifty (50)
learners aged 8 to 10 years old. Although you are a dedicated
teacher, you are overwhelmed by the large class size and lack of
adequate support from experienced teachers. The school lacks
sufficient resources, including teaching assistants, special
education experts, and necessary teaching materials. There is
also limited teacher training on how to accommodate diverse
learning needs, however, the inclusive education module you
have done has prepared you to face such challenges. In your
classroom, you have learners such as 10-year-old Thandiwe who
struggles with basic number concepts and has difficulty
understanding addition and subtraction. She cannot grasp the
concept of place value and often reverses numbers when
writing them. Furthermore, she has significant challenges with
reading. She is unable to recognise common sight words and
struggles with phonemic awareness. Her reading level is far
below that of her peers. You have heard from other teachers
that Thandiwe is an orphan, and she stays with two of her
siblings who are 8 and 5 years old. The ASSIGNMENT 4 IFP 7
class teacher, Ms Mkhuli, gives Thandiwe the leftovers from the
school nutrition programme daily and all learners in the
classroom are aware of that and always remind their class
,teacher about giving Thandiwe the leftovers in class.
Furthermore, you also have Thabo, who is a 9-year-old boy in
your class. Thabo is an enthusiastic learner diagnosed with
moderate cerebral palsy, which primarily affects his motor skills
and speech. Despite his intellectual capabilities, Thabo is on par
with his peers. However, Thabo experiences significant barriers
in a non-inclusive classroom setting because he uses a
wheelchair. The classroom is not wheelchair accessible, and he
struggles to navigate between desks. There are no assistive
devices available to help Thabo participate fully in class
activities, such as a speech-to-text device or modified writing
tools. The curriculum is not differentiated to cater for Thabo’s
needs. All learners are expected to complete the same tasks in
the same manner, which often disadvantages Thabo.
Standardised assessments do not consider Thabo's motor skill
challenges, affecting his performance and self-esteem. Due to
his physical limitations, Thabo is often left out of group activities
and playground games, leading to social isolation. As a result,
Thabo occasionally faces teasing and bullying from some
classmates due to his speech difficulties and physical
appearance.
ASSIGNMENT 4 IFP 8 Copy the table below and fill in column A
and Column B. NB. YOUR TABLE SHOULD BE IN LANDSCAPE
Column A: Thandiwe Column B: Thabo 1. Gender (1) (1) 2. Age
(1) (1) 3. Draw a sample picture of the learner (2) (2) 4. List
three (3) extrinsic barriers to learning of the learner. (3) (3) 5.
List three (3) intrinsic barriers to learning (3) (3) 6. Design an
, Individual Support Plan (ISP) for the two learners. Use the SIAS
policy (2014) document as a point of reference. NB: Use the
space on the table. Do not write on a separate sheet. (5) (5) 7.
Prepare a checklist that you can use to help each of the two
learners with reading. NB: Use the space on the table. Do not
write on a separate sheet. (5) (5) 8. Design differentiated lesson
plans that you can use to teach reading to each of the two (2)
learners. NB: (10) (10)
Below is a possible format for the table required for your
assignment. Please use this template and complete the fields as
instructed.
Individual Support Plan (ISP) Table
Column A: Thandiwe Column B: Thabo
1. Gender Female
2. Age 10 years
3. Draw a sample [Draw an image of Thandiwe -
picture of the learner indicating her age and characteristics]
- Lack of parental support (orphaned
and staying with siblings)
4. Extrinsic Barriers to
- Lack of sufficient teaching resources
Learning
in the school
- Limited teacher training and support
5. Intrinsic Barriers to - Struggles with basic number
Learning concepts
