DPP1501 Assignment 3 (COMPLETE ANSWERS) 2025 (734005) - DUE 12 August 2025

DPP1501 Assignment 3 (COMPLETE ANSWERS) 2025 (734005) - DUE 12 August 2025; 100% TRUSTED Complete, trusted solutions and explanations. For assistance, Whats-App 0.6.7-1.7.1-1.7.3.9. Ensure your success with us.... Answer the following questions based on the case study. 1.1 How does Malebo Primary School identify instances of bullying among its learners? (2) 1.2 What reporting mechanisms exist for learners who witness or experience bullying? (2) 1.3 How does the school communicate its anti-bullying policies and procedures to learners, parents and staff? (2) 1.4 What efforts are made to raise awareness about the consequences of bullying within the school community? (2) 1.5 What specific intervention strategies has the school implemented to address bullying incidents? (2) DPP1501/102/0/2025 9 1.6 How are teachers and staff trained to recognise and respond effectively to bullying situations? (2) 1.7 What support systems are in place for victims of bullying, and how does the school ensure their well-being? (2) 1.8 How does the school handle disciplinary actions for learners engage in bullying behaviours? (2) 1.9 What preventive measures has the school put in place to create a positive and inclusive school culture? (2) 1.10 How does Malebo Primary School promote empathy and understanding among learners to prevent bullying? (2) 1.11 How does the school involve parents in addressing and preventing bullying incidents? (4) [24] Question 2 2.1 Read the information in learning unit 1 of the study guide to answer the following questions. 2.1.1 Define extrinsic barriers to learning. Give two examples and briefly explain how they impact educational outcomes. (6) 2.1.2 How can educational institutions address extrinsic barriers to promote inclusivity and equal learning opportunities? (5) 2.1.3 How do extrinsic barriers affect lifelong learning, and what strategies can individuals employ to overcome these obstacles? (5) 2.2 Answer the following questions about collaboration and support in inclusive education settings: 2.2.1 Why is collaboration important in inclusive education settings? (2) 2.2.2 How can teachers support collaboration in inclusive classrooms? (2) 2.2.3 What role do support staff play in inclusive education? (2) 2.2.4 How can technology enhance collaboration in inclusive education? (2) DPP1501/102/0/2025 10 2.2.5 What are the benefits of a collaborative and supportive approach to inclusive education? (2) 2.3 Read the following scenario provided below and answer the questions about strategies to support learners with reading difficulties. Scenario: Difficulties with reading skills significantly hinder learners’ academic progress, making it crucial to identify reading challenges early and implement effective intervention strategies. Common reading errors include omissions, insertions, substitutions, repetitions, mispronunciations, and reading word by word. Additionally, many learners struggle with understanding the meaning of what they read. (Adapted from: Teaching for All, 2019:105) 2.3.1 What are some effective ways to identify reading difficulties early? (2) 2.3.2 How can teachers tailor interventions to meet individual learners’ needs? (2) 2.3.3 What role does phonics instruction play in supporting struggling readers? (2) 2.3.4 How can teachers encourage reading comprehension in learners who struggle to understand the meaning of text? (2) 2.3.5 What classroom strategies can help create a supportive environment for learners with reading difficulties? (2) [36] DPP1501/102/0/2025 11 Question 3 Answer the following questions based on learning unit 4 of the study guide. Please read the study guide content before answering the questions. You are, however, not expected to copy and paste from the study guide, but instead to read extensively from other sources of information to answer the questions. 3.1 Discuss, in only two paragraphs, how the curriculum can be modified to accommodate diverse learning styles. (10) 3.2 Discuss how the learning environment can be modified to accommodate learners with disabilities, with reference to the following factors: 3.2.1 Accessible physical environment (5) 3.2.2 Adaptive technology (5) 3.2.3 Flexible instructional material (5) 3.2.4 Alternative assessment methods (5) 3.2.5 Universal design for learning (UDL) (5) 3.2.6 Social and emotional support (5)