INC3701 Assignment 3 (COMPLETE ANSWERS) 2024 (688457) - DUE 25 June 2024

INC3701 Assignment 3 (COMPLETE ANSWERS) 2024 (688457) - DUE 25 June 2024 ;100 % TRUSTED workings, explanations and solutions. For assistance call or W.h.a.t.s.a.p.p us on ...(.+.2.5.4.7.7.9.5.4.0.1.3.2)........... Question 1 1.1 Explain to a novice educator on, what does a one size fits all approach mean in teaching. [5] 1.2 Why have some researchers questioned the effectiveness of a one-size-fits-all approach for image descriptions, particularly for people who are blind or visually impaired (BLV)? Provide specific reasons mentioned in the passage to support your answer. [5] 1.3 Explain why adopting a one-size-fits-all approach to teaching is criticised and how it may result in inequality of access, participation, and outcomes for learners. [4] 1.4 Discuss the limitations of current automated techniques for generating image descriptions, as highlighted in the article. Provide evidence from the passage to support your answer. [4] 1.5 Explain the two broad categories of technologies mentioned in the passage, which are used to deliver image descriptions. Provide examples for each category. [6] 1.6 What is the aim of investigating the influence of context on image descriptions for people who are BLV, as mentioned in the passage? Provide examples of context-aware solutions highlighted in the passage and explain how context is utilised to enhance the usefulness of image description. [6] Sub-Total [30] Question 2 Read the scenario and answer the questions that follow. Rosie is a five-year-old girl. She is in Grade R at the local primary school. She lives in a violent community in Cape Town. Rival gangs frequently battle over territory and drug dealing. Her teacher was concerned because Rosie started crying every day at school. All she wanted to do was to go home. The teacher thought it might be problems with her friends or bullying and called her mother in to discuss the situation. Her mom said Rosie seemed happy when she got home. The first thing she did was run to her daddy to give him a big hug and then she would stop crying. Her mom spoke with Rosie, and she said she liked her friends and bullying didn’t seem to be the reason. One evening one of her dad’s friends came to visit and Rosie started crying uncontrollably and wouldn’t let go of her father. Suddenly her mom knew the problem. Her father was a police officer. Rosie had overheard her dad’s friend warning him that a local gang had put him on their “hit” list. Every day when she went to school, she was terrified that when she got her home her father would have been shot dead. The teacher and her mom and dad were able to discuss this with Rosie, reassure her and put some simple communication plans in place to ease her fears. 2.1 What initially concerned Rosie's teacher about her behaviour at school and how did the teacher attempt to address the issue? [5] 2.2 Describe the environment in which Rosie lives and the potential factors contributing to her distress at school. [5] 2.3 How did Rosie's mother and teacher attempt to identify the source of Rosie's emotional distress and what revelation helped them understand the root cause? [5] 2.4 Explain the significance of the revelation about Rosie's father being a police officer and the potential threat he faced from a local gang. How did this information impact Rosie's emotional well-being? [5] 2.5 Discuss the strategies employed by Rosie's parents and teacher to address her fears and reassure her. How did communication plans contribute to easing Rosie's concerns? [5] Sub-Total = [25] Question 3 THE REALITY OF LEARNER DIFFERENCE Bontle always has music on when she is studying. She often makes up rhymes or taps out a beat to remember her periodic table. Her brother Lesiba always invites two friends around and they sit and study together, explaining concepts to each other and talking things through. Her older sister, Thato, reads her textbook, highlights the relevant sections and paraphrases them in pages of notes. Who studies in the correct way? They all do! They simply have different preferred ways of making meaning from learning. Innate learner differences, such as temperament or personality, inherited characteristics, and other attributes, interact with the environment in a reciprocal way, in other words, each influences the other. It is therefore inevitable that the ways in which learners make meaning from their learning and their support needs, will be different. Therefore, we think of an everyday classroom as one in which the “classroom community is inevitably diverse, consisting of individuals who differ in many ways and who may require different forms of support at different times in their school careers” (Green & Moodley, 2018). The factors above combine to deliver a powerful message that education based on the bell-curve concept of “normal” is no longer fit for purpose for our learners—it will not help us plan effectively for what and how of teaching and learning in diverse classrooms. Davis asks whether this concept of “normal” is “playing itself out and losing its utility as a driving force”, proposing that “diversity is the new normality” (Davis, 2013, cited in Slee, 2018: 52). This is a significant shift in thinking that is starting to happen in educational systems across the world. As part of this shift, we are developing a growing understanding of the need to move away from the belief that one model of learning informs and justifies one model of teaching. Hart (2004: 3), for example, argues that real equity in learning “becomes possible when young people’s school experiences are not organised and structured on the basis of judgements of ability”.